- Title
- New teachers learning in rural and regional Australia
- Creator
- Somerville, Margaret; Plunkett, Margaret; Dyson, Michael
- Date
- 2010
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/34062
- Identifier
- vital:6049
- Identifier
-
https://doi.org/10.1080/13598660903474130
- Identifier
- ISSN:1359-866X
- Abstract
- This paper reports on a longitudinal ethnographic study of beginning primary school teachers in rural and regional Victoria, Australia. The study uses a conceptual framework of place and workplace learning to ask: How do new teachers learn to do their work and how do they learn about the places and communities in which they begin teaching? In this paper, we focus on data from the first year of the three-year longitudinal study, using a place-based survey and ethnographic interviews. We found that the space of the classroom was the dominant site of learning to become a teacher for the new teachers in this study. This learning was understood through the discourse of classroom management. Analysis of these storylines reveals the ways in which the community and classroom are not separate but intertwined, and the process of learning about their communities began through the children in their classes.
- Relation
- Asia-Pacific Journal of Teacher Education Vol. 38, no. 1 (2010), p. 39-55
- Rights
- Copyright Routledge
- Rights
- This metadata is freely available under a CCO license
- Subject
- Beginning teachers; Classroom management; Place pedagogies; Rural and regional; Workplace learning; 1301 Education Systems; 1302 Curriculum and Pedagogy; 1303 Specialist Studies In Education
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