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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.issn0260-7476en_US
dc.identifier.doi10.1080/02607476.2017.1286759en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTDen_US
dc.relation.ispartofpagefrom132en_US
dc.relation.ispartofpageto150en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalJournal of Education for Teachingen_US
dc.relation.ispartofvolume43en_US
dc.subject.fieldofresearchCurriculum and Pedagogyen_US
dc.subject.fieldofresearchSpecialist Studies in Educationen_US
dc.subject.fieldofresearchcode1302en_US
dc.subject.fieldofresearchcode1303en_US
dc.subject.keywordsSocial Sciencesen_US
dc.subject.keywordsEducation & Educational Researchen_US
dc.subject.keywordsBeginning teachersen_US
dc.subject.keywordsschool leaders' perceptionsen_US
dc.subject.keywordscomplex teaching positionsen_US
dc.titleThe workplace experiences of beginning teachers in three countries: a message for initial teacher education from the fielden_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
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. 132-150en_US
dc.date.updated2021-07-06T00:01:22Z
gro.hasfulltextNo Full Text
gro.griffith.authorDu Plessis, Anna E E.


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