Efnisyfirlit

• Cover Page
• Half Title page
• Series Page
• Title Page
• Copyright Page
• Contents
• Figures
• About the Authors
• Acknowledgements
• 1 Introduction
• What this book is about
• Why is it important?
• What kind of research informs this book?
• Why a socio-cultural, critical approach?
• How is this book organised?
• References
• 2 Critically Reconceptualising Early Career Teacher Resilience1
• Introduction
• A critique of mainstream conceptions of ‘resilience’
• Problem 1 Reductionism
• Problem 2 Hyper-individualism
• Problem 3 Normativity
• Towards a socio-cultural, critical perspective on teacher resilience
• Thinking theoretically and critically
• Linking ‘private troubles’ and ‘public issues’
• Focusing on the role of culture
• Making teachers powerful
• Conclusion
• Notes
• References
• 3 Participatory Policy Work
• Introduction
• What kinds of policies impact on early career teachers and in what ways?
• Employment practices
• Induction, mentoring and professional development
• How can policies serve to devalue the assets and strengths of early career teachers?
• How can policies be reconstructed to better serve the needs of early career teachers and, as a consequence, school communities?
• What does participatory policy work look like, and what part is played by school leaders and the wider school community?
• How can school leaders shape school culture to enact policy in ways that support early career teachers?
• How can early career teachers be supported to engage in the enactment of school policy?
• Conclusion
• References
• 4 Reframing the Nature of Early Career Teachers’ Work
• Introduction
• Intensification, performativity and early career teachers’ work
• Addressing the complex, intense and unpredictable nature of teachers’ work
• Reforming employment practices
• Providing collegial support for intellectual work
• Conclusion
• References
• 5 Reshaping School Cultures for Democracy and Empowerment
• Introduction
• The challenges of school cultures
• Promoting a sense of belonging and social connectedness
• Developing educative, democratic and empowering processes
• Developing a professional learning community
• Providing formal and informal transition/induction processes
• What can be done to foster system and school cultures that are empowering to all?
• References
• 6 When the Personal is Political Contradictions and paradoxes in the relational work of early career teachers
• Introduction
• The institutional framing of relationships
• The contradictory nature of relationships
• Responding emotionally and demonstrating confidence
• Building democratic teacher–student relationships and managing their complexity
• Being sustained by relationships and needing to sustain them
• Fostering reciprocal relationships
• Promote a sense of belonging, acceptance and wellbeing
• Place student–teacher relationships at the heart of the teaching-learning process
• Foster professional growth
• Promote collective ownership and responsibility for professional relationships
• Conclusion
• References
• 7 Agent for Change or Problem Child? The struggle for a satisfying identity in the early years of teaching
• Introduction
• ‘You are a leader in that classroom … you are the teacher, you are in charge’: Liam’s story
• Audrey and Norah: Negotiating institutional norms
• Audrey
• Norah
• Habitus, field and identity
• ‘I feel that my race is against me’: Alison’s story
• Finding a satisfying teacher identity
• Conclusion
• Coda
• Note
• References
• 8 The Personal, Professional and Political Challenges Involved in Mobilising Knowledge about Early Career Teacher Resilience
• Introduction
• Our guiding rationale for knowledge mobilisation
• Audit cultures and the pervasiveness of ‘performativity’
• Our specific contexts
• Our perceived decision-making space
• Guiding questions and our reflexive stance
• Research team meeting deliberations
• ‘Roundtable’ meeting deliberations
• Publishing our work
• Dealing with criticism
• Conclusion
• References
• 9 Conclusion
• References
• Index