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Teachers and Teaching
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Volume 19, 2013 - Issue 3
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Articles

Beginning teacher attrition: a question of identity making and identity shifting

Lee Schaefer University of Alberta, Edmonton, CanadaCorrespondence[email protected]
Pages 260-274 | Received 12 Feb 2010, Accepted 28 Apr 2011, Published online: 31 Jan 2013

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Blake Cutler. (2023) ‘Just wear their hate with pride’: A phenomenological autoethnography of a gay beginning teacher in a rural school. Sex Education 23:4, pages 363-378.
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Gang Zhu, Mary Rice, Hector Rivera, Juanjo Mena & Anna Van Der Want. (2020) ‘I did not feel any passion for my teaching’: a narrative inquiry of beginning teacher attrition in China. Cambridge Journal of Education 50:6, pages 771-791.
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Anne Keary, Robyn Babaeff, Sharryn Clarke & Kathryn Garnier. (2020) Sedimented professional identities: early childhood education pre-service teachers. Teachers and Teaching 26:3-4, pages 264-279.
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Lee Schaefer & D. Jean Clandinin. (2019) Sustaining teachers’ stories to live by: implications for teacher education. Teachers and Teaching 25:1, pages 54-68.
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John Trent. (2017) Discourse, agency and teacher attrition: exploring stories to leave by amongst former early career English language teachers in Hong Kong. Research Papers in Education 32:1, pages 84-105.
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Debbie De Neve & Geert Devos. (2017) Psychological states and working conditions buffer beginning teachers’ intention to leave the job. European Journal of Teacher Education 40:1, pages 6-27.
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Ashley Casey & Lee Schaefer. (2016) A narrative inquiry into the experience of negotiating the dominant stories of physical education: living, telling, re-telling and re-living. Sport, Education and Society 21:1, pages 114-130.
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D. Jean Clandinin, Julie Long, Lee Schaefer, C. Aiden Downey, Pam Steeves, Eliza Pinnegar, Sue McKenzie Robblee & Sheri Wnuk. (2015) Early career teacher attrition: intentions of teachers beginning. Teaching Education 26:1, pages 1-16.
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Gary James Harfitt. (2015) From attrition to retention: a narrative inquiry of why beginning teachers leave and then rejoin the profession. Asia-Pacific Journal of Teacher Education 43:1, pages 22-35.
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