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dc.contributor.authorMorgan, A
dc.contributor.authorBrown, R
dc.contributor.authorHeck, D
dc.contributor.authorPendergast, D
dc.contributor.authorKanasa, H
dc.contributor.editorProfessor Tony Ghaye
dc.date.accessioned2017-05-03T14:12:42Z
dc.date.available2017-05-03T14:12:42Z
dc.date.issued2013
dc.date.modified2014-08-28T22:59:51Z
dc.identifier.issn1462-3943
dc.identifier.doi10.1080/14623943.2012.749227
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoen_US
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom258
dc.relation.ispartofpageto270
dc.relation.ispartofissue2
dc.relation.ispartofjournalReflective Practice
dc.relation.ispartofvolume14
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchPhilosophy and Religious Studies
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode13
dc.subject.fieldofresearchcode22
dc.titleProfessional identity pathways of educators in alternative schools: the utility of reflective practice groups for educator induction and professional learning
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.date.issued2013
gro.hasfulltextNo Full Text
gro.griffith.authorPendergast, Donna L.
gro.griffith.authorMorgan, Ann
gro.griffith.authorBrown, Raymond A.
gro.griffith.authorKanasa, Harry


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