Beginning teacher resilience in remote Australia: a place-based perspective

Beginning teacher resilience in remote Australia: a place-based perspective Journal Article

Teachers and Teaching

  • Author(s): Papatraianou, Lisa H., Strangeways, Al, Beltman, Susan, Schuberg Barnes, Emma
  • Published: 2018
  • Publisher: Routledge
  • Volume: 24
  • ISBN: 1354-0602

Abstract: Enhancing resilience is key to reducing teacher attrition and addressing the challenges of the profession but scant research exists on resilience in regional and remote settings, where there is a shortage of quality, specialist and lead teachers. The aim of this study was to combine ecological and relational perspectives on resilience to examine pre-service and early career teacher resilience in the remote context of central Australia. The findings suggest that beginning teacher resilience in central Australia involves a particular set of enablers and constraints which are characterised by teachers? capacity to build connections to place, connections as a learner and connections in relationships. A transactional systems model is presented that articulates the dynamism of the resilience processes and offers a way to better understand the ecological interdependencies unique to a particular context and culture. This understanding will enable teachers, initial teacher educators, school leaders and policy makers to better address the challenges facing this profession.

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Suggested Citation
Papatraianou, Lisa H., Strangeways, Al, Beltman, Susan, Schuberg Barnes, Emma, 2018, Beginning teacher resilience in remote Australia: a place-based perspective, Volume:24, Journal Article, viewed 09 August 2022, https://www.nintione.com.au/?p=14244.

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