دورية أكاديمية
Mid-Career Teachers: A Mixed Methods Scoping Study of Professional Development, Career Progression and Retention
| العنوان: | Mid-Career Teachers: A Mixed Methods Scoping Study of Professional Development, Career Progression and Retention |
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| المؤلفون: | Booth, Josephine, Coldwell, Mike (ORCID |
| المصدر: | Education Sciences. 2021 11. |
| الإتاحة: | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 33 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Secondary Education |
| الواصفات: | Professional Development, Career Development, Teacher Persistence, Teaching (Occupation), Teaching Experience, Teacher Characteristics, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Program Effectiveness, Barriers, Job Satisfaction, Work Environment, Teacher Surveys, Educational Needs, Foreign Countries |
| مصطلحات جغرافية: | United Kingdom (England) |
| معرفات التقييم و الدراسة: | Teaching and Learning International Survey (NCES) |
| تدمد: | 2227-7102 |
| مستخلص: | Globally, there are ongoing problems with teacher retention, leading to a loss of experience and expertise. In policy and research, the emphasis is often on the professional development and retention of early career teachers, whereas teachers in later stages of their career are relatively under-represented. This article addresses this imbalance, reporting on a mixed methods scoping study that explores definitions of mid-career teachers in England and their retention and development, via a literature review, primary data collection and secondary analysis of data from the OECD's TALIS 2018 survey. We found that there is no agreed definition of mid-career teacher, relating to time in teaching, role and wider life circumstances and self-definition. Whatever definition is used, mid-career teachers are a heterogenous group, with varying needs, career plans and commitment to the profession. Whilst typically confident in their practice, their learning needs vary and are often experienced as unmet, especially for those looking for progression routes outside leadership and those with family commitments. This indicates that their potential for career development to benefit the profession may not be reached. The article concludes with suggestions for further study, policy and practice to improve understanding of this under-researched group. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الانضمام: | EJ1300679 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2227-7102 |
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