Australian Journal of Teacher Education
Article Title
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, Jayne; Garvis, Susanne; Pendergast, Donna; and Diamond, Pat
(2012)
"Self-determination: Using Agency, Efficacy and Resilience (AER) to Counter Novice Teachers’ Experiences of Intensification,"
Australian Journal of Teacher Education: Vol. 37
:
Iss.
8
, Article 4.
DOI: https://doi.org/10.14221/ajte.2012v37n8.3
Available at:
https://ro.ecu.edu.au/ajte/vol37/iss8/4