How early career teachers overcome everyday work-related challenges: an analysis from the perspective of teacher buoyancy

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Teaching Pub Date : 2022-11-30 DOI:10.1080/02607476.2022.2150962

M. Cheng, S. Tang, Angel K. Y. Wong, Fang-yin Yeh

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引用次数: 2

Abstract

ABSTRACT Drawing on the concept of teacher buoyancy which is teachers’ capacity to deal with the everyday challenges that most teachers face in their teaching, this qualitative study investigates the capacity of ten early career teachers to derive sustenance from overcoming minor and frequent challenges in their everyday work. A semi-structured interview was used to investigate early career teachers’ adaptive and proactive experiences dealing with frequent challenges at work. Findings indicated that early career teachers utilised problem-focused strategies, cognitive-related strategies, and well-being and emotion-related strategies, and mobilised different personal and contextual resources to sustain themselves in the realities of their professional work and life. This study advocates the enhancement of teacher buoyancy as a capacity among early career teachers to empower them to stay on top of recurrent problems, and suggests potential implications for teacher education programmes and professional development for early career teachers.

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早期职业教师如何克服日常工作挑战:从教师浮力的角度分析

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来源期刊

Journal of Education for Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.50

自引率

10.00%

发文量

期刊介绍： The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.