NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1025797
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-1359-866X
Community and Conversation: Tackling Beginning Teacher Doubt and Disillusion
Shann, Steve; Germantse, Hannah; Pittard, Libby; Cunneen, Rachel
Asia-Pacific Journal of Teacher Education, v42 n1 p82-97 2014
Margaret Somerville has suggested that a new methodology of postmodern emergence might allow researchers to disrupt the taken-for-granted and provide fresh insight into familiar problems. One such familiar problem is the doubt and disillusion many early-career teachers experience, both during their teacher education and in their first years. Attrition rates are high. This paper, co-authored by two teacher educators and two early-career secondary teachers, draws on Somerville's ideas by creating multiple modes of creative expression in order to allow fresh insight to emerge from the relationship between the multiple parts of the paper. Different readers will draw their own conclusions from the rich material presented, but for the authors the research reminds us of the regenerative potency of relationships and conversations in which doubts and disillusion can be expressed and heard. The implications for teacher education, at a time when direct face-to-face time with students is being eroded, are explored.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A