ERIC Number: EJ1309288
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1047-6210
EISSN: N/A
Intentions of Early Career Teachers: Should We Stay or Should We Go Now?
Schaefer, Lee; Hennig, Lauren; Clandinin, Jean
Teaching Education, v32 n3 p309-322 2021
Early career teachers continue to flee the profession in many countries around the world. In a series of our own studies, we have attempted to better understand the intentions of early career teachers. In this paper, we build on themes that emerged in a 2015 study, published in Teaching Education, with 40 second- and third-year teachers, and interviewed 15 more second- and third-year teachers from another Canadian province. Using a semi-structured interview procedure with a method of thematic analysis, the same 2015 themes emerged in the new study with the exception of two original themes: It's the kids; and An opportunity for relief: Relational support. Both new themes highlighted relational aspects of sustainability and turned us to the notion of relational agency. We draw on the conception of relational agency to inquire into how early career teachers might establish a capacity to align their thoughts and actions with others on the professional knowledge landscape. We then pose questions surrounding how relational agency helps teacher educators, administrators, and teachers to think differently about how early career teachers might be sustained in teaching.
Descriptors: Foreign Countries, Beginning Teachers, Teacher Persistence, Labor Turnover, Faculty Mobility, Sustainability, Teaching Conditions, Stress Variables, Teacher Attitudes, Coping, Teacher Student Relationship, Beginning Teacher Induction, Teacher Collaboration, Collegiality, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A