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Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers
journal contribution
posted on 2023-05-19, 03:56 authored by Willis, J, Crosswell, L, Morrison, C, Gibson, A, Ryan, MMany 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.
History
Publication title
Teachers and TeachingVolume
23Issue
7Pagination
794-809ISSN
1354-0602Department/School
Faculty of EducationPublisher
RoutledgePlace of publication
United KingdomRights statement
Copyright 2017 Informa UK Limited, trading as Taylor & Francis GroupRepository Status
- Restricted