International perspectives on veteran teachers: introduction

McCulloch, Gary; Ben-Peretz, Miriam

doi:10.1080/13540600903057153

Cited by 12 publications

(9 citation statements)

References 7 publications

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“…• 'Veteran' teachers are those who self-identify as veteran (Schonmann, 2009). Furthermore, the term 'veteran' is contested, and may connote one who has not only spent a considerable number of years in the profession, but also has mastery of their craft (Ben-Peretz & McCulloch, 2009). Our use of the term 'long-serving' refers purely to years of service.…”

Section: Defining the Long-serving Teachermentioning

confidence: 99%

“…A report by the NFER (Worth et al ., ) argues that although teacher supply has kept pace with pupil numbers in the past decade, teacher supply is becoming an increasing problem. Following the post‐war ‘baby boom’ in many industrialised countries, which led to high levels of teacher recruitment in the 1960s and 1970s, the demographic profile of the teaching profession is now skewed towards older age groups (House of Commons, ; OECD, ); across OECD countries, 25% of primary and 30% of secondary teachers are 50+ years old (Ben‐Peretz & McCulloch, ).…”

Section: Introductionmentioning

confidence: 99%

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Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England

Chiong

Menzies²,

Parameshwaran³

2017

British Educational Res J

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This paper examines the reasons why long‐serving teachers remain in the teaching profession. Interest in teacher retention has grown in recent years, both in the UK and internationally, due to concerns over teacher shortage. However, most research on retention has focused on why teachers leave; this paper aims to fill the gap in our understanding of the positive reasons why long‐serving teachers stay in the profession, and how these reasons change over time. We define ‘long‐serving teachers’ as teachers who have taught for 10 years and more. We draw on a subset of data from an existing, broader study (Menzies et al., ) on why teachers enter and stay in the profession. In this paper, we draw on questionnaire findings from over 900 teachers with 0 to over 30 years’ teaching experience, and interviews with 14 long‐serving teachers, to understand why long‐serving teachers enter and, more importantly for our purposes, stay in teaching. We find that teachers’ motivational patterns are highly complex and influenced by school‐level and policy contexts. Nonetheless, two prominent retention factors are identified: teachers’ perceived professional mastery and altruistic reasons. Perceived professional mastery is particularly important due to its mutually reinforcing analytic relationships with other reasons. We find that teachers’ identification with intrinsic, altruistic and perceived professional mastery reasons become stronger with years of experience, but in some cases, paradoxically, so does their identification with extrinsic reasons. From our evidence, we suggest policy implications for enhancing the retention of long‐serving teachers.

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Section: Defining the Long-serving Teachermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England

Chiong

Menzies²,

Parameshwaran³

2017

British Educational Res J

View full text Add to dashboard Cite

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“…However, this sort of direct relationship is problematic [44]. Ben-Peretz and McCulloch [45] argued that conflating classroom experience and master teacher status belies the "distinctively different professional identities and characteristics from those [teachers] who have served in teaching for over 30 years" (p. 43). As indicated before, experience does not equate to expertise, as Shulman [46] warned that teacher's classroom management may cause classroom observers to make confuted judgements on that teacher's mastery of the craft.…”

Section: Teacher Experience and Teacher Expertisementioning

confidence: 99%

“…Empirical studies contend that teachers' effectiveness vis-a-vis student learning is significantly higher after a decade in the classroom [47,48], yet other work by Day, Sammons, Stobart, Kington, and Gu [49] suggest that experienced teachers were not more effective than their inexperienced peers in increasing student achievement. This debate extends national boundaries, as Ben-Peretz and McCulloch [45] found there are global disagreements between the "combinations of 'expertise' and 'experience' that constitute a veteran teacher" (p. 3). Scholars in the field warn that teachers' professional development through their careers is not a linear movement from novice to expert [50][51][52] as seen in Figure 1.…”

Section: Teacher Experience and Teacher Expertisementioning

confidence: 99%

“…Thus, it makes logical sense that teachers who master this stage are more effective in teaching vis-à-vis students' test scores; not only for their expertise in content, but also in non-cognitive and 21st Century skill development that improves learning outcomes [119] for a global STEM workforce [12], recommended by the NGSS [15]. These two experiential junctures separate what the literature describes as novice teachers from experienced or veteran teachers; moving from transmission of knowledge to cultivating knowledge in students [45,120,121]. This suggests that emergent STEM master teachers acknowledge the importance of non-cognitive skills because of their awareness and appreciation of life-long learning.…”

Section: A Proposed Conceptual Framework Of Identifying and Developinmentioning

confidence: 99%

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A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development

Hite

Milbourne²

2018

Education Sciences

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Recent reports from federal agencies and legislation call for explicit avenues to incorporate K–12 STEM master teacher voice into the policy space. National initiatives, federal legislation, and teacher recognition programs have sought to identify K–12 STEM master teachers and harness their potential. These efforts warrant a conceptual framework to quantify attributes of K–12 STEM master teachers, to foster pathways for the development of current and future leaders. Using a sample of 10 individuals from two extant programs of K–12 STEM master teachers (Albert Einstein Distinguished Educator Fellowship and Presidential Awards for Excellence in Mathematics and Science Teaching), data from their career trajectories (sourced from Curriculum Vitae) were sequenced to construct and confirm the STEM Master Teacher (STEMMaTe) conceptual framework. This framework may be used to guide programmatic development to increase national capacity for K–12 STEM master teachers. Recommendations are discussed for the creation of pathways to develop STEM master teachers and increase their participation in the broader education system.

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Rejuvenating experienced teachers through Quality Teaching Rounds professional development

Gore

Rickards

2020

J Educ Change

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The key premise of professional development (PD) is that learning to teach continues throughout teachers’ careers. And yet, experienced teachers are often portrayed in media and public policy as resistant to such learning and afraid of change. This paper seeks a more nuanced understanding of why experienced teachers might resist the prospect of PD by investigating their responses to an innovative research-based collaborative approach known as Quality Teaching Rounds (QTR). We chronicle a story of change, from initial reservations to deep engagement and professional renewal. Analysis of before-and-after interviews with 25 mid-to-late career teachers from 20 primary and secondary schools in New South Wales, Australia, revealed that three features of QTR were critical to teacher turnaround: the time afforded teachers to refocus on quality teaching; time to observe teaching and learning and be observed; and processes founded on trust in and respect for teachers. In essence, QTR inspired teachers to embrace the opportunity to enhance their individual and collective practice, and they were rejuvenated in the process. Accordingly, we argue that the problem of professional development uptake among experienced teachers may lie less in ageist assumptions about their resistance to change than in the nature of the PD on offer. When PD is meaningful, intellectually engaging, safe, and collegial, experienced teachers are eager to participate.

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International perspectives on veteran teachers: introduction

Cited by 12 publications

References 7 publications

Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England

Why do long‐serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England

A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development

Rejuvenating experienced teachers through Quality Teaching Rounds professional development

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