Building professional learning identities: beginning teachers’ perceptions of causality for professional highs and lows
Edited book (chapter)
Chapter Title | Building professional learning identities: beginning teachers’ perceptions of causality for professional highs and lows |
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Book Chapter Category | Edited book (chapter) |
ERA Publisher ID | 3337 |
Book Title | Teacher education: innovation, intervention and impact |
Authors | Larsen, Ellen (Author) and Allen, Jeanne M. (Author) |
Editors | Brandenburg, R., McDonough, S., Burke, S. and White, J. |
Page Range | 231-251 |
Number of Pages | 21 |
Year | 2016 |
Publisher | Springer |
Place of Publication | Sydney, Australia |
ISBN | 9789811007842 |
9789811007859 | |
Digital Object Identifier (DOI) | https://doi.org/10.1007/978-981-10-0785-9_14 |
Web Address (URL) | http://link.springer.com/chapter/10.1007/978-981-10-0785-9_14 |
Abstract | The transition from pre-service to beginning teaching has been well documented as complex and challenging, with novice teachers shown to experience a number of professional highs and lows as they progress through their first year of teaching. As they reflect on their early experiences, beginning teachers establish perceptions of causality that influence their sense of professional agency, self-efficacy and motivation. This type of attributional thinking can have a strong impact on their ongoing development as teachers. In this chapter, which reports on the first phase of a larger mixed methods study, we discuss the influence of attributional thinking on the development of beginning teachers’ professional learning identities. The use of an online survey, which drew from a sample of 57 beginning teachers working in independent schools across Queensland, sought to identify the ways in which participants attributed causality (that is, why things happened the way they did) for their professional highs and lows during their first year of teaching. The study found that, when attributing causality for success, participants were most likely to identify their own |
Keywords | beginning teachers; causality |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
Public Notes | Accepted Version deposited in accordance with the copyright policy of the publisher. |
Byline Affiliations | Griffith University |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q3z5w/building-professional-learning-identities-beginning-teachers-perceptions-of-causality-for-professional-highs-and-lows
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