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dc.contributor.authordu Plessis, Anna Elizabeth
dc.contributor.authorSunde, Eva
dc.date.accessioned2021-07-06T00:04:57Z
dc.date.available2021-07-06T00:04:57Z
dc.date.issued2017
dc.identifier.issn0260-7476
dc.identifier.doi10.1080/02607476.2017.1286759
dc.identifier.urihttp://hdl.handle.net/10072/405693
dc.description.abstractPrevious research indicates that beginning teachers are not fully prepared for what awaits them in the workforce. This study highlights the value of partnerships among higher education providers, schools and employers and links the experiences of beginning teachers to initial teacher education (ITE). Real-life experiences from the field provide information regarding beginning teachers’ complex teaching positions that is beneficial to prospective teachers and teacher educators. This transnational qualitative study, completed in Norway, South Africa and Australia, adopted a Vygotskian social constructivist theoretical stance. Gadamer’s hermeneutic philosophy was applied to offer an in-depth understanding of the effects of classroom experiences on beginning teachers’ professional identities and feelings of ‘belonging’ and ‘at homeness’ in their positions. The results of this study highlight the school leaders’ perceptions of how well graduate teachers are prepared to meet the demands of the workforce. The study concludes by demonstrating the value of linking beginning teachers’ experiences to interventions and the development of ITE programmes. This study’s evidence-based findings support its recommendations for policy-makers and its reflections on the link between ITE and employment.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartofpagefrom132
dc.relation.ispartofpageto150
dc.relation.ispartofissue2
dc.relation.ispartofjournalJournal of Education for Teaching
dc.relation.ispartofvolume43
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode3903
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsBeginning teachers
dc.subject.keywordsschool leaders' perceptions
dc.subject.keywordscomplex teaching positions
dc.titleThe workplace experiences of beginning teachers in three countries: a message for initial teacher education from the field
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationdu Plessis, AE; Sunde, E, The workplace experiences of beginning teachers in three countries: a message for initial teacher education from the field, Journal of Education for Teaching , 2017, 43 (2), pp. 132-150
dc.date.updated2021-07-06T00:01:22Z
gro.hasfulltextNo Full Text
gro.griffith.authorDu Plessis, Anna E E.


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