Professional learning places and spaces: the staffroom as a site of beginning teacher induction and transition

lisahunter, Lisa Hunter; Rossi, Tony; Tinning, Richard; Flanagan, Erin; Macdonald, Doune

doi:10.1080/1359866x.2010.542234

Cited by 27 publications

(7 citation statements)

References 33 publications

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“…There might also be separate PE staffrooms, and this also reduces the possibility of interacting with others and hence supporting professional development. Such interaction and perceived support are considered essential for beginning teachers (Christensen, 2013; Hunter et al, 2011). Because of isolation, PE teachers may not have the same opportunity to share their vision and ideas (Lynn and Woods, 2010) and they lack a sense of collegiality (Macdonald et al, 1994).…”

Section: Discussionmentioning

confidence: 99%

Career intentions of Australian physical education teachers

Mäkelä

Whipp

2015

European Physical Education Review

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The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N ¼ 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the respondents wanted a change from their current PE teacher job and 39.8% were intending to leave PE teaching. The most frequent reasons for wanting to leave PE related to: non-use of expertise, workload, school administration, and lack of opportunities for personal and professional development. Consideration should be given to mediation strategies that serve to elevate physical educators' needs satisfaction for teaching autonomy, competence and relatedness. Personal and professional advancement in schools to help maintain all teachers, particularly experienced teachers, appears warranted. PE teachers' workload is considerable and worthy of review with the intention to extend their use-by-date and retain their experience-enriched expertise.

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Section: Discussionmentioning

confidence: 99%

Career intentions of Australian physical education teachers

Mäkelä

Whipp

2015

European Physical Education Review

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“…As previously mentioned, 74 studies were included in the analysis. Of these studies the great majority applied qualitative research methods (n = 46), with semistructured interviews as the most common way of collecting data (e.g., Appova, 2009;Ben-Peretz, 2002;Fox, Deaney, & Wilson, 2010;Lisahunter, Tinning, Flanagan, & MacDonald, 2011), although several authors also conducted intensive case studies (e.g., Cedefop, 2007;Clement & Vandenberghe, 2001;Jurasaite-Harbison, 2008;Nawab, 2011). Of the remaining studies, 15 applied a mixed-method approach, usually combining a quantitative survey and interviews (e.g., Desimone et al, 2014;Dunn & Shriner, 1999;Kwakman, 2003;Maaranen, Kynäslahti, & Krokfors, 2008).…”

Section: General Characteristics Of the Reviewed Studiesmentioning

confidence: 99%

“…Therefore, it is not surprising that the presence of a common room (i.e., staff room, lunch room, teachers' lounge, etc.) is highly appreciated as a space for learning because it provides a place for these interactions to occur (e.g., Lisahunter et al, 2011;Mawhinney, 2010). On a more structural level, a lack of full-time employment and limited career opportunities due to the horizontal nature of the profession and the scarcity of middlemanagement positions were also identified as inhibiting factors for informal learning (Patrick et al, 2010).…”

Section: Table 5 (Continued)mentioning

confidence: 99%

Teachers’ Everyday Professional Development

Kyndt

Gijbels

Grosemans

et al. 2016

Review of Educational Research

279

107

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Although a lot is known about teacher development by means of formal learning activities, research on teachers’ everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers’ informal learning to identify teachers’ learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learning. Results revealed different types of learning activities in the two groups and interesting relationships among different antecedents and various learning outcomes. Moreover, it can be concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes, and how they are influenced by their context.

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“…A subset of studies included in this review identified a variety of personal qualities that first-year teachers who succeeded despite the odds brought to their work, including a strong sense of personal agency, resilience, enthusiasm, positivity, and assertiveness. Eleven studies included teachers with one or more of these qualities (Castro, Kelly, & Shih, 2010;Eldar, Nabel, Schechter, Tamor, & Mazin, 2003;Fry, 2007;Hebert & Worthy, 2001;Hunter, Rossi, Tinning, Flanagan, & MacDonald, 2011;Kilgore et al, 1990;Luft & Roehrig, 2005;Romano, 2008;Starkey, 2010;Tait, 2008;Ulvik et al, 2009). To illustrate, Hebert and Worthy (2001) conducted a phenomenological case study of a "successful" first-year teacher who, despite being isolated and marginalized by her colleagues because of her position as a physical education teacher, became an active participant within the school and built positive relationships with staff through her own positivity, tenacity, and efforts to collaborate with others.…”

Section: Personal Qualities Background Experiences and Needsmentioning

confidence: 99%

Clinging to the Edge of Chaos: The Emergence of Practice in the First Year of Teaching

Strom

Martin

Villegas

2018

Teachers College Record

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Background/Context New teachers must cope with various instructional, personal and organizational challenges, an experience that often leads to difficulties enacting innovative, student-centered instructional practices learned in their preservice programs and contributes to high rates of teacher attrition. Purpose Drawing on complexity theory, this review of empirical research takes an organizational or “systems” perspective on the experiences of first-year teachers as they transition from preservice education to the teaching profession. In so doing, we aim to shift away from constructions of the teacher as an autonomous actor and instead build a more complex, nuanced, and layered understanding of the multidimensional influences that work together to shape the practices of novice teachers. Research Design We conducted a metasynthesis of 46 studies that met the following criteria: (a) were focused on first-year teachers, (b) offered sufficient description of participants’ professional practices, (c) featured participants who attended a university-based preparation program, and (d) were conducted since 1990. We first recorded each study's methods, findings, and descriptions of first-year teacher practices. As a second level of analysis, we used a complexity lens to identify the systems comprising first-year teacher practices, noting how those systems and their component or elements interacted to shape first-year teaching. Findings/Results We found that common patterns of interactions between and among systems of first-year teaching—including the teacher herself, the classroom, the school, and the larger district, state, and federal environments—tend to reinforce traditional, teacher-centered practices. Yet, in some studies, conditions surfaced that enabled participants’ to enact student-centered and equity-minded teaching practices learned in their preservice programs. Conclusions/Recommendations Authors suggest that taking a complex systems view of beginning teaching, rather than singularly focusing on the teacher's actions out of context, can reveal opportunities for fostering more supportive, enabling conditions for new teachers to enact innovative practices that many preservice programs promote and experience a smoother transition into teaching.

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Professional learning places and spaces: the staffroom as a site of beginning teacher induction and transition

Cited by 27 publications

References 33 publications

Career intentions of Australian physical education teachers

Career intentions of Australian physical education teachers

Teachers’ Everyday Professional Development

Clinging to the Edge of Chaos: The Emergence of Practice in the First Year of Teaching

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