Imagining a profession: a beginning teacher's story of isolation

Teacher Induction in Review: Concurrent Meanings and Prevailing Practices

“…As a result of this selection, we reached a total of seventeen articles, and by reading their full texts, eight were eliminated, as their contents touched teacher induction only briefly, focusing rather on questions related to internships and pre-service practices. We therefore turned our review of this source to nine titles, namely Peeler and Jane (2005), Tobin (2006), Craig (1997), McCluskey et al (2011), Garza and Werner (2014), Clandinin et al (2015), Haim and Amdur (2016), Kolman et al (2016) and Schaefer et al (2021).…”

“…Also in this group are texts that advocate investigation approaches focused on beginner teachers' centrality and authorship as a way of helping them understand their practices and develop professionally. These approaches were highlighted in the texts of Craig (1997), Peeler and Jane (2005), Tobin (2006), McCluskey et al (2011), Garza and Werner (2014), Clandinin et al (2015), Kolman et al (2016) and Schaefer et al (2021).…”

The absolute necessity for a working model to support pre-service teachers of a non-English speaking background

“…Participants found that by the time of the professional experience, this was still a concern, but they had some ideas that could be used to help in professional and social interactions to assist their acceptance as colleagues. Acceptance by staff is needed in order for pre-service teachers to develop as beginning professionals (McCluskey, Sim, and Johnson 2011).…”

Beginning Teacher Support in Australia: Towards an Online Community to Augment Current Support

“…There are numerous accounts of the difficulties faced by beginning teachers in Australia (Ewing & Manuel, 2005;Hinds, Williamson, & Gardner, 2011;McCluskey, Sim, & Johnson, 2011). Early career teacher attrition rates are one measure of the effects of these difficulties, both in Australia and around the world.…”

“…It is often discussed that schools in remote areas in Australia can be hard to staff (Beutel, Adie, & Hudson, 2011;McKenzie et al, 2011) and that attracting and retaining rural teachers is a complex issue (Collins, 1999;Plunkett & Dyson, 2011;Roberts, 2005). One of the commonly discussed problems is that of the isolation experienced by these teachers due to distance and disconnection (McCluskey et al, 2011;Munsch & Boylan, 2008;Sharplin, 2002). Whilst specialised pre-service training can assist in preparing for these difficulties (White, 2011), being a beginning rural teacher remains a significant challenge given the 'tyranny of distance' in Australia.…”