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Table of Contents:

• Machine generated contents note: 1. Introduction
• Research Project
• Significance of the Issue
• About Teacher Resilience
• Layout and Structure
• Reading the Book
• References
• 2. Policies and Practices
• Provide Relevant, Rigorous and Responsive Pre-service Preparation for the Profession
• Partners for Learning
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Importance of Professional Experience
• Diverse School Experiences
• Importance of Role Models

• Emphasising the Importance of Relationship Building
• Insights from School Leaders
• Preparing for the Twenty-First Century
• Gaps in Knowledge
• Being Innovative
• Wisdom from the Literature
• Conceptual Coherence in Teacher Education
• Forging Locally Appropriate Partnerships
• Benefits of Mentoring Pre-service Teachers
• Negotiating the School
• University Divide
• Dangers of Imitating Practice
• Practices That Constrain Resilience
• Ignoring the Realities of the Classroom
• Assuming Understanding
• Inappropriate Appointments
• Questions for Reflection and Conversations
• Create Innovative Partnerships and Initiatives That Assist Smooth Transitions to the Workforce
• More than Just a Grade
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Insights from School Leaders
• Wisdom from the Literature
• Pre-service Teacher Education Is a Shared Responsibility
• Practices That Constrain Resilience
• Telling Teachers to Forget What They Have Been Taught in Their Pre-service Courses
• Failing to Make the Connections
• Questions for Reflection and Conversations
• Implement Transparent, Fair and Responsive Employment Processes
• At Last I Feel Like I Actually Have a Career!
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Quality Induction
• Threatening Practices
• Waiting, Waiting
• Insights from School Leaders
• Bending the ̀Rules'
• Staffing Dilemmas
• Longer Contracts
• Wisdom from the Literature
• Incentives, School Conditions and Teacher Retention
• Recruitment and Retention
• Practices That Constrain Resilience
• Lack of Professional Development for Contract Teachers
• Selfish Colleagues
• Lack of Support from the Community
• Lack of Due Process
• Questions for Reflection and Conversations
• References
• 3. Teachers' Work
• Acknowledge the Complex, Intense and Unpredictable Nature of Teachers' Work
• Way Through the Fog
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Getting Involved in Things
• Finding a Good Mentor
• Taking It Easy on Myself
• Attending to Personal Relationships
• Insights from School Leaders
• Giving Early Career Teachers a Chance to Find Their Feet
• Getting to Know the School
• Earning Credit Points
• Wisdom from the Literature
• Acknowledging the Relational Dimensions of Teaching
• Appreciating the Complexity of Teaching
• Developing a Sense of Presence in Teaching
• Fostering a Spirit of Inquiry
• Practices that Constrain Resilience
• Blaming the Individual
• Setting Unrealistic Deadlines
• Trying to Work Through Illness
• Beating Yourself Up
• Questions for Reflection and Conversations
• Develop Teachers' Curriculum and Pedagogical Knowledge and Strategies
• Kicking the Caffeine
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Wanting Feedback
• Valuing Diversity
• Being Shown How
• Seeing Progress
• Insights from School Leaders
• Recognising Early Career Teachers' Needs
• Enabling Success
• Encouraging Critique
• Focusing on Positives
• Valuing Early Career Teachers' Contributions
• Wisdom from the Literature
• Challenges of Inclusivity
• Feeling Unprepared
• Inducting for Ambitious Pedagogy
• Multi-year, Developmental Induction
• Giving Systematic Feedback
• Practices that Constrain Resilience
• Leaving Them to S̀ink or Swim'
• Providing Only Negative Feedback on Their Curriculum and Pedagogical Knowledge and Processes
• Leaving Them to Cope Alone with Extreme Behaviour Issues
• Questions for Reflection and Conversations
• Provide Support to Create Engaging Learning Environments
• Connecting for Calm
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Accepting a Shared Concern
• Investing in Creating Collaborative Learning Environments
• Implementing Theory and Practice
• Insights from Leaders
• Providing a Supportive Environment
• Acknowledging Achievements
• Focusing on Student Learning
• Providing an Accepting Learning Culture
• Wisdom from the Literature
• Teaching Matters
• Treating Students Humanely
• Managing Learning Environments is Complex Work
• Practices that Constrain Resilience
• Giving Ill-informed Advice
• Criticising Rather than Helping
• Resisting Alternative Views
• Questions for Reflection and Conversations
• Ensure Access to Appropriate Ongoing Support, Resources and Learning Opportunities
• Not Just a Luxury
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Other Teachers
• Early Career Teachers
• Insights from Early Career Teachers
• Taking Ownership of Professional Learning
• Acknowledging the Value of Time
• Get Excited About the Possibilities
• Insights from School Leaders
• Promoting Early Career Teachers as Learners
• Acknowledging the Value of Professional Learning
• Professional Learning as an Investment
• Importance of Time
• Certainty
• Wisdom from the Literature
• Empowering Teachers for Sustained Professional Learning
• Professional Learning that Focuses on Student Success
• Professional Learning for the Long Term
• Practices that Constrain Resilience
• Advocating Responsibility
• Feeling Guilty
• Lack of Planning
• Presenting a Facade
• Questions for Reflection and Conversations
• References
• 4. School Culture
• Promote a Sense of Belonging and Social Connectedness
• In the Deep End
• Commentary
• Possibilities for Encouraging Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Getting to Know the Kids
• Adjusting to Strange Places
• Working with Fantastic People (or not)
• Having a Place and Space
• Feeling at Home
• Insights from School Leaders
• Working Together to Resolve Issues
• Knowing the School Community
• Developing Relationships in Small Schools
• Sharing Knowledge and Experience
• Wisdom from the Literature
• Caring for Places and Each Other
• Creating a Sense of Community
• Fostering Commitment, Allegiance and Obligation
• Shaping Identity and Possibilities
• Practices that Discourage Resilience
• Letting ̀Good' Teachers Go
• Coming to a ̀Graveyard School'
• Challenging Weather Conditions
• Feeling Unsupported by Administration
• Hearing Negative Talk
• Questions for Reflection and Conversations
• Develop Educative, Democratic and Empowering Processes
• Care for Them
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other
• Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Focusing on Achievements
• Co-Teaching with a Peer
• Joining Forces to Make Changes
• Insights from School Leaders
• Treating Early Career Teachers as Professionals
• Being a Leader in the Classroom
• Planning Together and Setting Goals
• Encouraging New Ideas
• Seeing Yourself as Part of the Bigger Picture
• Wisdom from the Literature
• Resisting ̀Balkanisation'
• Valuing Inclusion and Professional Discussion
• Being Available as a Leader
• Remaining Open to New Ideas
• Practices that Constrain Resilience
• Struggling with Negativity
• Feeling Hopeless
• Being Excluded
• Questions for Refection and Conversations
• Provide Formal and Informal Transition/Induction Processes
• All Alone
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Providing an Introductory Booklet
• Comprehensive Induction
• Insights from School Leaders
• Responsibility of School Leaders
• Appropriate Placements
• Availability of Mentors
• Wisdom from the Literature
• Effective Induction
• Fostering Resilience
• Benefits of Collaborative Inquiry
• Practices that Constrain Resilience
• Contents note continued: Opting Out of ̀Classroom Matters'
• Appointing ̀Disappearing' Mentors
• Questions for Reflection and Conversations
• Develop a Professional Learning Community
• Team Approach
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Reciprocal Support
• Collaborative Planning
• Limiting School Practices
• Insights from School Leaders
• Collaboration
• Reciprocal Learning
• Facilitating Support
• Giving Affirmation
• Wisdom from the Literature
• Importance of School Norms and Patterns of Interaction
• Relationship Between Professional Learning Cultures and Retention
• Teachers as Role Models of Learning
• Developing Common Understandings
• Sharing Leadership
• Practices that Constrain Resilience
• Frequent Changes in Leadership
• Insensitive Feedback
• Conditional Support
• Questions for Reflection and Conversations
• References
• 5. Relationships
• Promote a Sense of Belonging, Acceptance and Wellbeing
• One on One
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Meeting Half Way
• Fitting In
• Building a Support Network
• Valuing Families
• Insights from School Leaders
• Monitoring Early Career Teacher Wellbeing
• Being Visible
• Celebrating Community
• Modelling Resilience
• Wisdom from the Literature
• Influence of School Relationships
• Adverse Effects of Balkinisation
• Early Career Teacher Disillusionment
• Emotions in Professional Practice
• Practices that Constrain Resilience
• Valuing Conformity over Creativity
• Underestimating Their Expertise
• Treating Them Disrespectfully
• Questions for Reflection and Conversations
• Place Student
• Teacher Relationships at the Heart of the Teaching
• Learning Process
• Because of the Kids
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Enjoying the Students
• Acknowledging Students' Capabilities
• Creating Relationship-Building Opportunities
• Insights from Leaders
• Honouring Parents' Trust
• Building Positive Teacher
• Student Relationships
• Caring for Learning
• Wisdom from the Literature
• Valuing Learning Relationships
• Sharing Power with Students
• Negotiating Relational Challenges
• Understanding Parents' Attitudes
• Practices that Constrain Resilience
• Coping Alone with Extreme Behaviours
• Relying Too Heavily on NAPLAN
• Holding Unrealistic Expectations
• Questions for Reflection and Conversations
• Foster Professional Growth
• Focus on What's Right
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Valuing Professional Dialogue
• Accepting Constructive Feedback
• Insights from School Leaders
• Initiating ̀Learning Conversations'
• Acknowledging Effort
• Wisdom from the Literature
• Valuing Teachers
• Appreciating the Role of Positive Èveryday' Events
• Understanding How the Lack of Support Impacts on Teachers' Growth
• Acknowledging the Role of Dialogue in Fostering Personal/Professional Growth
• Practices that Constrain Resilience
• Ignoring the Positives
• Giving Mixed Messages
• Making Assumptions About Knowledge
• Not Understanding What It's Like to Be New in the Profession
• Questions for Reflection and Conversations
• Promote Collective Ownership and Responsibility for Professional Relationships
• Give and Take
• Commentary
• Possibilities for Promoting Resilience
• Employers. Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Chatting with People
• Creating Supportive Networks
• Dropping in and Lending Support
• Insights from School Leaders
• Valuing Each Other
• Wisdom from the Literature
• Creating Authentic Teacher Learning Experiences
• Mentoring and Collaboration for School Change
• Supporting and Retaining New Teachers
• Developing Teacher Learning
• Learning in Relationship with Others
• Practices that Constrain Resilience
• Feeling Guilty
• Practising Negativity
• Excluding Newcomers
• Questions for Refection and Conversation
• References
• 6. Teacher Identity
• Understand the Interplay Between Personal and Professional Identities
• Taking Sides
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Finding a Balance
• Being Yourself
• You Do a Better Job When You're Happy in Your Work
• It's Important that Other People See You as a Professional
• Insights from School Leaders
• When You Teach, You Take on a Role
• See Yourself as a Professional
• People are Different
• Acknowledge the Interplay Between Personal and Professional Identities
• Wisdom from the Literature
• Teachers' Identities are Shaped in Interaction with Others
• Learning to Teach Involves Learning a New Identity
• Good Teachers Tend to be Those Who Can Be Themselves in the Classroom
• Identity Formation Often Involves Grappling with Tensions
• Practices that Constrain Resilience
• Having Unrealistic Expectations
• Having a Limited View of Professionalism or of What Constitutes Being a Teacher
• Not Knowing Early Career Teachers as People
• Questions for Reflection and Conversations
• Engage in Self-reflection
• ̀But He's Unsafe...'
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Talking to Others
• Understanding the ̀Bigger Picture'
• Insights from School Leaders
• Importance of Time
• Provide Leadership
• Teach Reflection
• Depersonalise the Situation
• Wisdom from the Literature
• Taking Responsibility for Being Reflective
• Reflection as the Basis for Change
• Being Explicit
• Practices That Constrain Resilience
• Forget What You Learnt at Uni
• Theory is Useless
• -Just Copy ̀Good Practitioners'
• Good Teachers are Born Good Teachers
• Teaching Is a ̀Hands on Job'
• -Turn Your Brain off
• Questions for Reflection and Conversations
• Foster a Sense of Agency, Efficacy and Self-worth
• Healthier Me
• Commentary
• Possibilities for Promoting Resilience
• Employers, Unions, Universities and Other Professional Groups
• School Leaders
• Colleagues
• Early Career Teachers
• Insights from Early Career Teachers
• Appreciating the Link Between Your Wellbeing and Your Students' Wellbeing
• Acknowledging the Importance of Education
• Understanding That Teaching Is Emotional Work
• Prioritising a Work
• -Life Balance
• Insights from School Leaders
• Supporting Early Career Teachers' Wellbeing
• Managing the Highs and Lows
• Encouraging Early Career Teachers to Ask for Help
• Wisdom from the Literature
• Understand the Emotional World of a Teacher
• Recognise the Importance of ̀Teacher Wellbeing'
• Foster the Powerful Emotion of ̀Hope'
• Understand the Power of Emotions
• Appreciate the Impact of Self-perception
• Practices That Constrain Resilience
• Not Asking for Support or Help
• Not Looking After Yourself
• Letting the Job Overwhelm You
• Not Providing Support
• Lacking Confidence
• Questions for Reflection and Conversations
• References.

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Author/Creator:

Johnson, Bruce , author

Languages:

English

Language Notes:

Item content: English

Main Work:

Early career teachers: stories of resilience [by Johnson, B.]

Related Series:

SpringerBriefs in education

Subjects:

First year teachers

First year teachers — Training of

First year teachers — Professional relationships

General Notes:

Description based on print version record.
Includes bibliographical references and index.
Electronic reproduction. Palo Alto, Calif. Available via World Wide Web.

Physical Description:

1 online resource.

Digital Characteristics:

text file

Call Numbers:

LB2844.1.N4 J64 2015eb

ISBNs:

9789812871732 (electronic bk.)
981287173X (electronic bk.)
9812871721 [Invalid]
9789812871725 [Invalid]

OCLC Numbers:

890816504

Other Control Numbers:

EBC1968534 (source: MiAaPQ)
[Unknown Type]: ybp12100508