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    Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers

    Access Status
    Fulltext not available
    Authors
    Willis, J.
    Crosswell, L.
    Morrison, Chad
    Gibson, A.
    Ryan, M.
    Date
    2017
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Willis, J. and Crosswell, L. and Morrison, C. and Gibson, A. and Ryan, M. 2017. Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers. Teachers and Teaching: Theory and Practice. 23 (7): pp. 794-809.
    Source Title
    Teachers and Teaching: Theory and Practice
    DOI
    10.1080/13540602.2017.1287695
    ISSN
    1354-0602
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/73439
    Collection
    • Curtin Research Publications
    Abstract

    © 2017 Informa UK Limited, trading as Taylor & Francis Group. 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.

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