NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1148175
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1359-866X
21st Century Teachers: How Non-Traditional Pre-Service Teachers Navigate Their Initial Experiences of Contemporary Classrooms
Crosswell, Leanne; Beutel, Denise
Asia-Pacific Journal of Teacher Education, v45 n4 p416-431 2017
In the twenty-first century, teachers' work has become more complex with high levels of accountability, increased bureaucratic responsibilities and unprecedented levels of public scrutiny. However, teaching fundamentally remains a caring profession, requiring well-developed social skills and emotional labour to successfully engage and motivate students. Teachers need resilience to thrive in these environments of intense and often conflicting pressures. Drawing on a transactional-ecological modelthis qualitative study explored the resilience and teacher identity development of a cohort of pre-service career-change teachers as they navigated their initial experiences in contemporary classrooms. The findings indicate that this cohort arrived to teacher education with teacher identities strongly aligned with a broad conceptualisation of care as active practice. This paper discusses how their identities and capacities for resilience were challenged and reviewed during their classroom experiences and the implications for teacher education and the profession.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A