Self-determination: Using agency, efficacy and resilience (AER) to counter novice teachers' experiences of intensification

The intensification process associated with the first year of teaching has a significant impact on beginning teachers' personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a selfinitiated group email site....

Full description

Saved in:
Bibliographic Details
Published inThe Australian journal of teacher education Vol. 37; no. 8; pp. 46 - 65
Main Authors Jayne Keogh, Susanne Garvis, Donna Pendergast, Pat Diamond
Format Journal Article
Published 01.01.2012
Subjects
Adaptability (Psychology)
Attitudes
Certification
Self-determination, National
Teacher effectiveness
Teachers
Online AccessGet full text

Cover

More Information
Summary:The intensification process associated with the first year of teaching has a significant impact on beginning teachers' personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a selfinitiated group email site. The participants' electronic exchanges demonstrated their qualities of agency, efficacy and resilience (AER), and an increased sense of self-determination as they journeyed through the five phases typical of first year teacher experience. Findings suggest that the provision of similar peer-based support mechanisms would benefit other beginning teachers, perhaps working to counteract current high attrition rates from the profession.
Bibliography:Australian Journal of Teacher Education (Online), Vol. 37, No. 8, 2012: 46-65
AJTE2.jpg
ISSN:1835-517X
1835-517X