An Autoethnographic Examination of Challenges and Experiences from the First Decade of a Teacher's Career
Bibliographic Data
| ID | 6458017 |
|---|---|
| Authors | Erin Nerlino (0000-0003-3923-0586, Clark University, Worcester, USA, corresponding author) |
| Year | 2024 |
| Volume | 21 |
| Issue | 1 |
| Pages | 47-71 |
| Publication date | 2024-10-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2024.2410155 |
| OpenAlex | W4403133124 |
| Language | EN |
| References cited | 39 |
Despite research examining why teachers leave at such high rates, the intractable problem of attrition persists. Recently, teacher preparation programs have reported lower enrollment trends, and K-12 schools have reported higher attrition rates. Considering that one critical component of the problem is retention, more work is necessary to explore the nuances of the career trajectory to better retain teachers. Drawing upon my 10 years of teaching, this study uses autoethnography to engage in this work. The findings point to potential courses of action that might lend more insight into the complexities of the profession to better equip teachers, better structure resources throughout particular stages of teaching, and better educate others to support teachers in their work
Autoethnography · Career development · Pedagogy · Sociology · Education Systems and Policy · Educational Practices and Policies · Gender Studies · Psychology · Teacher Education and Leadership Studies
How Context Matters in High-Need Schools
The Professional Life Cycle of Teachers
What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship
Teacher Attrition and Retention
Mid-Career Teachers
An integrative review of the models for teacher expertise and career development
Help Me before I Quit! Reimagining New Teacher Mentoring Programs
Teacher Induction, Mentoring, and Retention
Teachers at the Center
The Teachers are Not Alright
Introduction
Exploring rigour in autoethnographic research
Educational research as a full participant
Success and near misses
Beyond traditional narratives about teacher professional development
Finding balance
Music Teachers at Risk for Attrition and Migration
Implications for Teacher Supply and Methodological Lessons for Research
The longitudinal effects of induction on beginning teachers' stress
"Reality Shock" of Beginning Teachers? Changes in Teacher Candidates' Emotional Exhaustion and Constructivist-Oriented Beliefs
Why Is Classroom Management So Vexing to Urban Teachers
| Citation velocity | historical |
|---|---|
| Highly cited | No |