The experiences of early career teachers: new initiatives and old problems

Schuck, SR; Aubusson, P; Buchanan, J; Varadharajan, M; Burke, P

The experiences of early career teachers: new initiatives and old problems

Schuck, SR Aubusson, P Buchanan, J Varadharajan, M Burke, P

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Publisher:: Routledge
Publication Type:: Journal Article
Citation:: Professional Development in Education, 2017, Online
Issue Date:: 2017-01-20

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Field	Value	Language
dc.contributor.author	Schuck, SR	en_US
dc.contributor.author	Aubusson, P	en_US
dc.contributor.author	Buchanan, J	en_US
dc.contributor.author	Varadharajan, M	en_US
dc.contributor.author	Burke, P	en_US
dc.date.accessioned	2017-01-30T00:14:43Z
dc.date.available	2020-05-25T19:28:18Z
dc.date.issued	2017-01-20	en_US
dc.identifier.citation	Professional Development in Education, 2017, Online	en_US
dc.identifier.uri	http://hdl.handle.net/10453/77021
dc.description.abstract	The task of supporting beginning teachers has received considerable attention in recent years, and numerous initiatives have been implemented. In this article we investigate the experiences of early career teachers (ECTs) in New South Wales, Australia, at a time when their employing authority mandated the provision of mentors and a reduction in face-to-face teaching for ECTs. The article draws on ECTs’ responses to survey items asking about their experiences as an ECT. It emerged that many of the issues of the early years that have caused problems for ECTs remain intractable, or at least unresolved for some. The research indicates that despite support that has been mandated by some employers, we cannot be complacent about the transition of ECTs into the profession. There remains a need to address the elements of school environments that impact on ECTs’ experiences.	en_US
dc.publisher	Routledge	en_US
dc.relation.ispartof	Professional Development in Education	en_US
dc.relation.isbasedon	10.1080/19415257.2016.1274268	en_US
dc.rights	"This is an Author's Accepted Manuscript of an article published in [Sandy Schuck, Peter Aubusson, John Buchanan, Meera Varadharajan & Paul F. Burke (2017): The experiences of early career teachers: new initiatives and old problems, Professional Development in Education, DOI: 10.1080/19415257.2016.1274268] [copyright Taylor & Francis], available online at: http://dx.doi.org/10.1080/19415257.2016.1274268
dc.rights	This is an Author's Accepted Manuscript of an article published in Professional Development in Education, 2017, Online. Copyright Routledge, available online at: https://dx.doi.org/10.1080/19415257.2016.1274268.	en_US
dc.title	The experiences of early career teachers: new initiatives and old problems	en_US
dc.type	Journal Article
utslib.citation.volume	Online	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access
pubs.declined	2017-01-30T11:14:43.454+1100
pubs.consider-herdc	true	en_US
pubs.deleted	2017-01-30T11:14:43.454+1100
pubs.publication-status	Published	en_US
pubs.volume	Online	en_US

Abstract:

The task of supporting beginning teachers has received considerable attention in recent years, and numerous initiatives have been implemented. In this article we investigate the experiences of early career teachers (ECTs) in New South Wales, Australia, at a time when their employing authority mandated the provision of mentors and a reduction in face-to-face teaching for ECTs. The article draws on ECTs’ responses to survey items asking about their experiences as an ECT. It emerged that many of the issues of the early years that have caused problems for ECTs remain intractable, or at least unresolved for some. The research indicates that despite support that has been mandated by some employers, we cannot be complacent about the transition of ECTs into the profession. There remains a need to address the elements of school environments that impact on ECTs’ experiences.

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http://hdl.handle.net/10453/77021