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999 _c101762
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008 190826s2019 si | s |||| 0|eng d
020 _a9789811386213
024 7 _a10.1007/978-981-13-8621-3
_2doi
040 _cМУБИС
050 4 _aLB1024.2-1050.75
050 4 _aLB1705-2286
072 7 _aJNMT
_2bicssc
072 7 _aEDU046000
_2bisacsh
072 7 _aJNMT
_2thema
082 0 4 _a370.711
_223
245 1 0 _aAttracting and Keeping the Best Teachers
_h[electronic resource] :
_bIssues and Opportunities /
_cedited by Anna Sullivan, Bruce Johnson, Michele Simons.
250 _a1st ed. 2019.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2019.
300 _aVIII, 230 p. 8 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aProfessional Learning and Development in Schools and Higher Education,
_x1879-8624 ;
_v16
505 0 _a1 Introduction -- Part I -- 2 Unpacking teacher quality: Key issues for early career teachers -- 3 ‘Classroom ready teachers’: Gaps, silences and contradictions in the Australian Report into Teacher Education -- 4 Shifting the frame: Representations of Early Career Teachers in the Australian Print Media -- 5 Early career teachers and their need for support: Thinking again -- Part II -- 6 How school leaders attract, recruit, develop and retain the quality early career teachers they want -- 7 Connecting Theory and Practice: Collaborative Figured Worlds -- 8 Recruiting, Retaining and Supporting Early Career Teachers for Rural Schools -- 9 Reforming Replacement Teaching: A Game Changer for the Development of Early Career Teaching? -- 10 Quality Retention and Resilience in the Middle and Later Years of Teaching -- 11 Teacher Retention: Some Concluding Thoughts.
520 _aThis book challenges dominant thinking about early career teachers and their work. It offers an in-depth and critical analysis of policies concerning the work of early career teachers and how they are supported during this critical period, when they are highly vulnerable to leaving the profession. Moreover, the book provides examples from actual practice that illustrate how to help early career teachers make a successful transition into the profession. These practices promote early career teachers’ development and help the profession as a whole to capitalize on the new knowledge and skills that these teachers bring to their classrooms and their students. The book is divided into two main parts. Part 1 deals with the difficult to define process of retaining early career teachers, and its respective chapters consider this broad issue from an international perspective. They explore how policies and practices have an impact on what happens in schools, and what it means to be a teacher and to teach. In turn, Part 2 focuses on the need to reconsider the policies and practices that create the ‘problem’ of early career teachers, and offers alternative ways forward. Each chapter addresses a specific aspect of the early career teacher retention issue, contributing to a greater understanding of how we can rethink the work of early career teachers so that they can more successfully transition into the profession.
650 0 _aTeaching.
650 0 _aProfessional education.
650 0 _aVocational education.
650 0 _aEducational policy.
650 0 _aEducation and state.
650 1 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aProfessional & Vocational Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O35000
650 2 4 _aEducational Policy and Politics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O19000
700 1 _aSullivan, Anna.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aJohnson, Bruce.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aSimons, Michele.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811386206
776 0 8 _iPrinted edition:
_z9789811386220
776 0 8 _iPrinted edition:
_z9789811386237
830 0 _aProfessional Learning and Development in Schools and Higher Education,
_x1879-8624 ;
_v16
856 4 0 _uhttps://doi.org/10.1007/978-981-13-8621-3
942 _2ddc
_cEBOOK