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dc.contributor.authorlisahunter
dc.contributor.authorRossi, Tony
dc.contributor.authorTinning, Richard
dc.contributor.authorFlanagan, Erin
dc.contributor.authorMacdonald, Doune
dc.date.accessioned2011-03-28T03:48:59Z
dc.date.available2011-03-28T03:48:59Z
dc.date.issued2011
dc.identifier.citationHunter, L., Rossi, T., Tinning, R., Flanagan, E. & Macdonald, D. (2011). Professional learning places and spaces: the staffroom as a site of beginning teacher induction and transition. Asia-Pacific Journal of Teacher Education, 39(1), 33-46.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5205
dc.description.abstractThis paper argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. To illustrate the staffroom as a particular place where important professional learning could occur the authors use two narratives based on the lived experiences of two beginning teachers, one in a primary context, the other secondary. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities. At the level of practice we also call for the teaching profession to recognise staffrooms as important sites of professional learning and places that should support induction and mentoring of beginning teachers. Such recognition could enhance the retention, satisfaction, and effectiveness of new and experienced teachers alike.en_NZ
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~db=all~content=a932433728en_NZ
dc.subjectbeginning teachersen_NZ
dc.subjectplaceen_NZ
dc.subjectspaceen_NZ
dc.subjectteaching professionen_NZ
dc.titleProfessional learning places and spaces: the staffroom as a site of beginning teacher induction and transitionen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/1359866X.2010.542234en_NZ
dc.relation.isPartOfAsia-Pacific Journal of Teacher Educationen_NZ
pubs.begin-page33en_NZ
pubs.elements-id35870
pubs.end-page46en_NZ
pubs.issue1en_NZ
pubs.volume39en_NZ


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