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dc.contributor.authorMorgan, Annen_US
dc.contributor.authorBrown, Raymonden_US
dc.contributor.authorHeck, Deborahen_US
dc.contributor.authorPendergast, Donnaen_US
dc.contributor.authorKanasa, Harryen_US
dc.contributor.editorProfessor Tony Ghayeen_US
dc.date.accessioned2017-05-03T14:12:42Z
dc.date.available2017-05-03T14:12:42Z
dc.date.issued2013en_US
dc.date.modified2014-08-28T22:59:51Z
dc.identifier.issn14623943en_US
dc.identifier.doi10.1080/14623943.2012.749227en_US
dc.identifier.urihttp://hdl.handle.net/10072/51797
dc.description.abstractWorking with young people in alternative schools poses particular challenges for the professional identity of educators. This research explored educator identity and development in practice in a network of alternative schools re-enfranchising young people. There was a focus on educator induction in the study. Different ways of being an educator were required in order to re-engage young people facing multiple complexities in their lives. A three-stage design experiment methodology was employed to investigate how ways of working, valuing and professional learning influenced educator identity and development. Iterative cycles of reflection embedded in the methodology allowed practitioners' perspectives to influence the design of enhanced induction processes, leading to the prototyping of reflective practice groups as an induction strategy. Findings provide insights into the influence of reflective practice on educator identity and development in relation to two overarching themes synthesised in thematic analysis of interview data: relationships, and changing perspectives through reflection.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom258en_US
dc.relation.ispartofpageto270en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalReflective Practiceen_US
dc.relation.ispartofvolume14en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleProfessional identity pathways of educators in alternative schools: the utility of reflective practice groups for educator induction and professional learningen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2013
gro.hasfulltextNo Full Text


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