Theorising early career teacher experiences in teaching students with diverse learning needs in general education classes

Chamlin, Tracey ORCID: https://orcid.org/0000-0001-7935-1708 (2019) Theorising early career teacher experiences in teaching students with diverse learning needs in general education classes. In: Annual International Australian Association for Research in Education Conference 2019 (AARE 2019), 4 Dec 2019, Brisbane, Australia.

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Abstract

This presentation will outline a current constructivist grounded theory PhD study designed to better understand the experience of early career teachers (ECT) teaching students with diverse learning needs in general education classrooms. Preliminary findings will also be discussed. Inclusive education, grounded in the notion of social justice and equity, is an expectation of Australian schools and classrooms. As such, ECT are expected to effectively cater for the diverse learning needs of all students in their classroom from day one of their teaching profession. Early career teachers are expected to be “classroom ready”, meaning they must be confident and competent in the “complex skills… knowledge and teaching practices” (TEMAG, 2014, p. xiii) needed to meet the expectations of the Australian Professional Standards for Teachers (AITSL, 2011) from graduation. This also implies an understanding and ability to develop positive relationships, and work in collaborative partnership with a range of educational stakeholders to ensure appropriate and equitable teaching and learning for all students. Exact numbers are difficult to ascertain; however, the early years of teaching can also be a time when ECT choose to leave the profession, with heavy workload and lack of support commonly identified as a reason. While research has focused on the perceptions, actions, and or behaviours of teachers, there has been less focus specifically on the lived experience of ECT professional practice as related to teaching and learning for a wider range of diverse learners in general education classrooms. As a qualitative study utilsing a constructivist grounded theory methodology, data has been collected through intensive interviews with self-nominated ECT teaching in general education classrooms. A brief explanation of the research methodology and methods will also be provided in this presentation. An expected outcome of this grounded theory research is the development of substantive theory of the day to day lived experience of early career teachers teaching students with diverse learning needs in general education classrooms. This will contribute a deeper understanding of early career teacher practice in inclusive educational settings and in turn can be used to inform school and jurisdictional policy to ensure early career teachers are appropriately supported to implement inclusive and equitable teaching practices throughout these important professional years.


Statistics for USQ ePrint 46169
Statistics for this ePrint Item
Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Speech)
Refereed: No
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 16 Mar 2022 05:02
Last Modified: 16 Mar 2022 05:25
Uncontrolled Keywords: early career teachers, inclusive education, diverse learning needs, constructivist grounded theory
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390407 Inclusive education
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160203 Inclusive education
28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280109 Expanding knowledge in education
URI: http://eprints.usq.edu.au/id/eprint/46169

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