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ERIC Number: EJ1014703
Record Type: Journal
Publication Date: 2013-Jun
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0313-5373
Slipping through the Cracks: One Early Career Teacher's Experiences of Rural Teaching and the Subsequent Impact on her Personal and Professional Identities
Morrison, Chad M.
Australian Journal of Teacher Education, v38 n6 Article 8 Jun 2013
This paper presents experiences and responses of a first-year teacher, Emily, who participated in research exploring the identity formation of early career teachers. 14 teachers were recruited from South Australian schools and Emily was one of four participants working in a rural school in her first year of teaching. What emerged from her experiences and responses were issues of acute personal and professional isolation, absence of professional and personal dialogue and support, including limited acknowledgement of the implications of deteriorating personal and professional wellbeing. In the midst of these disparaging experiences, and in light of the subsequent personal and professional distress, focus shifts to where responsibility lies for recruiting early career teachers into unfamiliar social and professional contexts without adequate relational supports. This raises questions about how understandings of these challenges can be translated from research into practice in rural schools with high staff turnover and limited resources.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A