Efnisyfirlit

• Cover Page
• Half Title page
• Series Page
• Title Page
• Copyright Page
• Contents
• Figures
• About the Authors
• Acknowledgements
• 1 Introduction
  • What this book is about
  • Why is it important?
  • What kind of research informs this book?
  • Why a socio-cultural, critical approach?
  • How is this book organised?
  • References
• 2 Critically Reconceptualising Early Career Teacher Resilience1
  • Introduction
  • A critique of mainstream conceptions of ‘resilience'
    • Problem 1 Reductionism
    • Problem 2 Hyper-individualism
    • Problem 3 Normativity
  • Towards a socio-cultural, critical perspective on teacher resilience
    • Thinking theoretically and critically
    • Linking ‘private troubles' and ‘public issues'
    • Focusing on the role of culture
    • Making teachers powerful
  • Conclusion
  • Notes
  • References
• 3 Participatory Policy Work
  • Introduction
  • What kinds of policies impact on early career teachers and in what ways?
    • Employment practices
    • Induction, mentoring and professional development
  • How can policies serve to devalue the assets and strengths of early career teachers?
  • How can policies be reconstructed to better serve the needs of early career teachers and, as a consequence, school communities?
  • What does participatory policy work look like, and what part is played by school leaders and the wider school community?
  • How can school leaders shape school culture to enact policy in ways that support early career teachers?
  • How can early career teachers be supported to engage in the enactment of school policy?
  • Conclusion
  • References
• 4 Reframing the Nature of Early Career Teachers' Work
  • Introduction
  • Intensification, performativity and early career teachers' work
  • Addressing the complex, intense and unpredictable nature of teachers' work
  • Reforming employment practices
  • Providing collegial support for intellectual work
  • Conclusion
  • References
• 5 Reshaping School Cultures for Democracy and Empowerment
  • Introduction
  • The challenges of school cultures
  • Promoting a sense of belonging and social connectedness
  • Developing educative, democratic and empowering processes
  • Developing a professional learning community
  • Providing formal and informal transition/induction processes
  • What can be done to foster system and school cultures that are empowering to all?
  • References
• 6 When the Personal is Political Contradictions and paradoxes in the relational work of early career teachers
  • Introduction
  • The institutional framing of relationships
  • The contradictory nature of relationships
    • Responding emotionally and demonstrating confidence
    • Building democratic teacher–student relationships and managing their complexity
    • Being sustained by relationships and needing to sustain them
  • Fostering reciprocal relationships
    • Promote a sense of belonging, acceptance and wellbeing
    • Place student–teacher relationships at the heart of the teaching-learning process
    • Foster professional growth
    • Promote collective ownership and responsibility for professional relationships
  • Conclusion
  • References
• 7 Agent for Change or Problem Child? The struggle for a satisfying identity in the early years of teaching
  • Introduction
  • ‘You are a leader in that classroom … you are the teacher, you are in charge': Liam's story
  • Audrey and Norah: Negotiating institutional norms
    • Audrey
    • Norah
  • Habitus, field and identity
  • ‘I feel that my race is against me': Alison's story
  • Finding a satisfying teacher identity
  • Conclusion
  • Coda
  • Note
  • References
• 8 The Personal, Professional and Political Challenges Involved in Mobilising Knowledge about Early Career Teacher Resilience
  • Introduction
  • Our guiding rationale for knowledge mobilisation
  • Audit cultures and the pervasiveness of ‘performativity'
  • Our specific contexts
  • Our perceived decision-making space
  • Guiding questions and our reflexive stance
  • Research team meeting deliberations
  • ‘Roundtable' meeting deliberations
  • Publishing our work
  • Dealing with criticism
  • Conclusion
  • References
• 9 Conclusion
  • References
• Index

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu