10 SES 10 B, Parallel Paper Session
Parallel Paper Session
Recruiting and retaining quality science and mathematics teachers are major issues highlighted in numerous reports from many countries. Strategies to address recruitment need to address not just the shortage of potential recruits but to ensure that those who are recruited are high quality. Attracting prospective quality recruits to teaching is one part of the problem but retaining them is another. Thus the beginning years of teaching is crucial as the teacher refines his or her knowledge of teaching and joins the professional community. The research reported here focussed on the beginning years of teaching and in particular on the experience of highly qualified career changers. The participants in this study were recruits from the professions and included beginning teachers who had postgraduate qualifications in science or engineering. In a number of jurisdictions these mid-career professionals have been seen as potential recruits to teaching. Many had experienced at least a decade working in the professions as scientists or engineers before deciding to complete a post graduate secondary teacher education course. Thus the aim of this study was to explore the challenges faced by highly qualified professionals becoming teachers. The research was undertaken over a three year period which commenced with 18 participants. Data were collected through interviews, classroom observations of teaching practices, and focus group interviews with students. The perceived quality of teaching was monitored through student surveys of their perceptions of the learning environment. Theoretical frameworks were drawn from Self Determination Theory which asserts that the need for competence, autonomy and relatedness are essential goal setting regulators that influence a person’s engagement with a career. Hence, an investigation of the contextual factors which influence a person’s sense of personal satisfaction in a career is essential. Of the 18 teachers who commenced in the first year of the study only 8 remained after three years. A dominant feature emerging from the study was the leadership role played by administrators and support provided by colleagues. The degree of job autonomy, learning opportunities, supervisor support for job success, co-worker team support for job success, and involvement in management decision making and workplace flexibility were dominant features that contributed to retention of these teachers. Other factors related to school policy on employment also seriously impacted the permanency of appointment of several recruits. This presentation will compare and contrast the experiences of four teachers including one who left the profession although highly qualified and respected by students and three who experienced both successful and confronting experiences yet displayed a passion for teaching that overcame the challenges. The research has implications for both preservice teacher education and for the design and implementation of induction programs for teachers. Preservice teacher education programs fail to address issues around workplace relationships and adjustments especially for those recruits who have substantial experiences in work environments. Induction programs fail to recognise and differentiate between the needs of highly qualified beginning teachers and younger raw recruits with limited practical experiences.
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616. doi: 10.1080/01411920600775316 Jacob, J. I., Bond, J. T., Galinsky, E., & Hill, E. J. (2008). Six critical ingredients in creating an effective workplace. The Psychologist-Manager Journal, 11(1), 141 - 161. Lawrence, C., & Green, K. (2005). Perceiving classroom aggression: The influence of setting, intervention style and group perceptions. British Journal of Educational Psychology, 75(4), 587-602. doi: 10.1348/000709905x25058 Leech, N. L., & Onwuegbuzie, A. J. (2007). An array of qualitative data analysis tools: A call for data analysis triangulation. School Psychology Quarterly, 22(4), 557-584. doi: 10.1037/1045-38184.108.40.2067 Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38–63. Patterson, N. C., Roehrig, G. H., & Luft, J. A. (2003). Running the treadmill: Explorations of beginning high school science teacher turnover in Arizona. The High School Journal, 86(4), 14-22. Richardson, L. & Simmons, P. (1994). Self-Q research method and analysis, teacher pedagogical philosophy interview: Theoretical background and samples of data. (Athens, GA: Department of Science Education, University of Georgia). Mullen, C. A., & Schunk, D. H. (2010). A view of professional learning communities through three frames: Leadership, organization, and culture. McGill Journal of Education, 45(2), 185-203. Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518-524. doi: 10.1016/j.tate.2008.12.006 Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and Psychopathology, 9(4), 701-728.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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