"Using Agency, Efficacy and Resilience (AER)" by Jayne Keogh, Susanne Garvis et al.

Australian Journal of Teacher Education

Authors

Jayne Keogh, Griffith UniversityFollow
Susanne Garvis, Griffith University
Donna Pendergast, Griffith University
Pat Diamond, Griffith University

Article Title

Self-determination: Using Agency, Efficacy and Resilience (AER) to Counter Novice Teachers’ Experiences of Intensification

DOI

10.14221/ajte.2012v37n8.3

Abstract

The intensification process associated with the first year of teaching has a significant impact on beginning teachers’ personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a self-initiated group email site. The participants’ electronic exchanges demonstrated their qualities of agency, efficacy and resilience (AER), and an increased sense of self-determination as they journeyed through the five phases typical of first year teacher experience. Findings suggest that the provision of similar peer-based support mechanisms would benefit other beginning teachers, perhaps working to counteract current high attrition rates from the profession.

Recommended Citation

Keogh, J., Garvis, S., Pendergast, D., & Diamond, P. (2012). Self-determination: Using Agency, Efficacy and Resilience (AER) to Counter Novice Teachers’ Experiences of Intensification. Australian Journal of Teacher Education, 37(8).
http://dx.doi.org/10.14221/ajte.2012v37n8.3

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Higher Education and Teaching Commons

Submission Location

COinS

Link to publisher version (DOI)