moss-professionalparadoxes-2003.pdf (165 kB)
Professional paradoxes : context for development of beginning teacher identity and knowledges
It is anticipated that the current workforce of teachers in Victoria, Australia will retire within the next 5-15 years. The paradox for teachers at the career entry point is that while they are expected to quickly assume responsibility for education in this state, beginning teachers are reporting dissatisfaction with teaching and describing it as an ‘unprofessional’ profession. Drawing from recently commissioned research for the Victorian Institute of Teaching, a study of sixty beginning teachers and a micro study of the ‘internship’ experience of teacher educators, this paper explores the consequences of what counts as professional knowledge. By problematising identity issues for beginning teachers it is hoped that greater understanding of the complexities of their realities is revealed. The aspirations for the (re) generation of a profession are entangled in discordant displacement of meanings of what it is to become a teacher. What do ‘othering’ and power(less) positions of beginning teachers mean for the immediate future of the profession? What then are the implications for school contexts, colleague support and pre-service teacher education?
History
Event
Australian Association for Research in Education. Conference (2003 : Auckland, N.Z.)Pagination
1 - 14Publisher
Australian Association for Research in EducationLocation
Auckland, New ZealandPlace of publication
Coldstream, VicStart date
2003-11-30End date
2003-12-03ISSN
1176-4902eISSN
1324-9320Language
engNotes
Reproduced with the kind permission of the copyright owner.Publication classification
E1.1 Full written paper - refereedCopyright notice
2003, AARETitle of proceedings
AARE 2003 : Educational research, risks, & dilemmas : Proceedings of the 2003 Australian Association for Research in Education conferenceUsage metrics
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