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Abstract

Many early-career teachers (ECTs) begin their teaching careers in rural and remote schools in Australia, and do not stay long, with consequences for their own lives, and for their students, schools and communities. By understanding how first-year ECTs navigate personal (subjective) and contextual (objective) conditions, opportunities to disrupt patterns of ECT attrition may be found. This paper explores the online longitudinal reflections from two rural ECTs. Margaret Archer’s three dimensions of reflexivity were used to analyse what personal, structural and cultural resources were activated by ECTs as they discerned and deliberated the costs of being a rural ECT. The potential for school leaders and mentors to support rural ECTs through dialogic reflexivity, that is the opportunity to discern and deliberate priorities with others, is identified as a role that is significant for ECT support but not straightforward. Prompts for dialogic reflexivity are proposed.

Item Type:	Article
Authors/Creators:	Willis, J and Crosswell, L and Morrison, C and Gibson, A and Ryan, M
Keywords:	early-career teaching, rural teaching, teacher identity, dialogic reflexivity
Journal or Publication Title:	Teachers and Teaching
Publisher:	Routledge
ISSN:	1354-0602
DOI / ID Number:	https://doi.org/10.1080/13540602.2017.1287695
Copyright Information:	Copyright 2017 Informa UK Limited, trading as Taylor & Francis Group
Related URLs:	Google Scholar: Morrison, C UTAS Profile: Morrison, C
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