Community building among early career teachers: opportunities and tensions

Beaton, Fran (2010) Community building among early career teachers: opportunities and tensions. In: SRHE conference, 14th - 16th December 2010, Celtic Manor, Newport, Wales. (Unpublished) (Full text available)

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Abstract

Early career teachers (ECTs) experience a variety of institutional interactions, ranging from those with people in positions of authority to more informal networks, for example with their departmental peers or cross-disciplinary interactions through teacher education programmes. These all contribute to the process by which ECTs are exposed to the expectations and norms of the various communities in which they find themselves. These agendas, while colouring the environment, may engender conflicting demands on the individual’s attempts to develop their sense of belonging and enact their principles and practices. This session considers the following questions. How do ECTs construct their identities? Where does their learning take place? What is the affective impact of different interventions and experiences on ECTs? Does participation in a number of different communities support them or set up conflicts of interest? If so, what are the implications for those working with early career teachers?

Item Type: Conference or workshop item (Paper)
Uncontrolled keywords: early career teachers; academic identities;communities of practice
Subjects: L Education
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Fran Beaton
Date Deposited: 28 Apr 2014 11:57 UTC
Last Modified: 21 Jul 2014 09:27 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/40866 (The current URI for this page, for reference purposes)
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