Community and conversation: tackling beginning teacher doubt and disillusion

Steve SHANN, Hannah Germantse, Libby Pittard, Rachel CUNNEEN

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)82-97
Number of pages16
JournalAsia - Pacific Journal of Teacher Education
Volume42
Issue number1
DOIs
Publication statusPublished - 2014

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