Self-determination: Using Agency, Efficacy and Resilience (AER) to Counter Novice Teachers’ Experiences of Intensification

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Author(s)
Keogh, J
Garvis, S
Pendergast, D
Diamond, P
Year published
2012
Metadata
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The intensification process associated with the first year of teaching has a significant impact on beginning teachers' personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a selfinitiated group email site. The participants' electronic exchanges demonstrated their qualities of agency, efficacy and resilience (AER), and an increased sense of self-determination as they journeyed through the five phases typical of first year teacher experience. Findings suggest that the provision of similar peer-based support mechanisms would benefit other ...
View more >The intensification process associated with the first year of teaching has a significant impact on beginning teachers' personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a selfinitiated group email site. The participants' electronic exchanges demonstrated their qualities of agency, efficacy and resilience (AER), and an increased sense of self-determination as they journeyed through the five phases typical of first year teacher experience. Findings suggest that the provision of similar peer-based support mechanisms would benefit other beginning teachers, perhaps working to counteract current high attrition rates from the profession.
View less >
View more >The intensification process associated with the first year of teaching has a significant impact on beginning teachers' personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a selfinitiated group email site. The participants' electronic exchanges demonstrated their qualities of agency, efficacy and resilience (AER), and an increased sense of self-determination as they journeyed through the five phases typical of first year teacher experience. Findings suggest that the provision of similar peer-based support mechanisms would benefit other beginning teachers, perhaps working to counteract current high attrition rates from the profession.
View less >
Journal Title
Australian Journal of Teacher Education
Volume
37
Issue
8
Publisher URI
Copyright Statement
© The Author(s) 2012. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the authors.
Subject
Education
Teacher education and professional development of educators