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ERIC Number: EJ816295
Record Type: Journal
Publication Date: 2007-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1354-0602
What Holds Academically Able Teachers in the Profession? A Study of Three Teachers
Clayton, Christine Del Gaudio; Schoonmaker, Frances
Teachers and Teaching: Theory and Practice, v13 n3 p247-267 Jun 2007
This article examines the career trajectories and biographies of three women who completed the same graduate preservice program in elementary education. While two have become successful teacher leaders, the third has moved in and out of teaching. This inquiry draws on a ten-year longitudinal study of one of these teachers, positioning that teacher's story in the context of two others from the same program in order to describe the layered process of socialization as a continuous reconstruction of personal and professional knowledge through the years encompassing teacher education and into the early years of teaching. Such an approach seeks specifically to understand what holds academically oriented students in a profession fraught with high dropout rates, especially among their peers who have graduated from top public and private universities with a strong demonstration of academic skills and content area knowledge. A focus on the retention of academically able teachers offers insight into the larger and well-documented crisis of teacher retention among a specific population of teachers who may have the capacity to become "transformative intellectuals". Understanding the recursive and non-linear reconstruction of personal and professional knowledge required a qualitative documentary analysis that was guided by the constant comparative method. As a result of this analysis, the article presents both teacher portraits and emergent themes across the three teachers. Four prominent themes are discussed in relation to these teachers (collaborating with other teachers, belonging to the profession, engaging in leadership and creating supportive school cultures) to offer insight regarding the practices and structures to prepare, support and retain academically able teachers who may also be able to contribute in particular ways to the reform of schools and teaching. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York; United States