Continuing to Teach

This book shares insights from experienced teachers who were invited to share the experiences challenging their decision to continue in the profession. Their stories are captured narratively through a critical ethnographic lens in fictional professional learning team (PLT) meetings, woven together and retold as collegial conversations centred around topics and themes in a school leadership text. These meetings focus on the themes of trust, truthfulness, workload, time and change. Their stories reveal themes of bullying, misogyny, sexism, power disparities, lies and deceit, lack of support, and inconsistent and questionable leadership decisions. Professionalism, ethical practice, and the nature of schools are questioned, along with perceptions and the need for change. The insights shared in the book will be of interest to academics researching teacher attrition and experiences, and those involved in teacher preparation.

Challenges what is acceptable in the school as a workplace, and discusses how to change it for the better Invites readers to reflect on their assumptions of what teachers do in their day-to-day work Utilises an innovative postqualitative critical inquiry approach

Autorentext

Elizabeth Allotta is an educator passionate about the experiences of teachers and doctoral students working and studying in Australian contexts. She is a practising teacher in a secondary high school and a sessional university lecturer and tutor. She has edited two volumes in the series The Doctoral Journey in Education.

Inhalt

Chapter 1: About This Book.- Chapter 2: Exploring Teacher Attrition and Teachers' Experiences.- Chapter 3: Postqualitative Storying and Storytelling.- Chapter 4: Just Memories.- Chapter 5: Being a Teacher, Our Storytellers.- Chapter 6: Truth, Trust, Changes and Support.- Chapter 7: Leadership, Leading, and Impacts.- Chapter 8: Inconsistencies in Leadership Decisions.- Chapter 9: Valuing Teachers.- Chapter 10: The Beginning.- Chapter 11: What Does it all Mean?.