References
- AITSL. 2016. “Spotlight: What Do We Know about Early Career Teacher Attrition Rates in Australia?” https://www.aitsl.edu.au/research/spotlight
- Ashiedu, J. A., and B. D. Scott-Ladd. 2012. “Understanding Teacher Attraction and Retention Drivers: Addressing Teacher Shortages.” Australian Journal of Teacher Education 37 (11): 17–35. doi:https://doi.org/10.14221/ajte.2012v37n11.1.
- Beauchamp, C., and L. Thomas. 2009. “Understanding Teacher Identity: An Overview of Issues in the Literature and Implications for Teacher Education.” Cambridge Journal of Education 39 (2): 175–189. doi:https://doi.org/10.1080/03057640902902252.
- Buchanan, J., A. Prescott, S. Schuck, P. Arbusson, P. Burke, and J. Louviere. 2013. “Teacher Retention and Attrition: Views of Early Career Teachers.” Australian Journal of Teacher Education 38 (3): 112–129. doi:https://doi.org/10.14221/ajte.2013v38n3.9.
- Bukor, E. 2015. “Exploring Teacher Identity from a Holistic Perspective: Reconstructing and Reconnecting Personal and Professional Selves.” Teachers and Teaching 21 (3): 305–327. doi:https://doi.org/10.1080/13540602.2014.953818.
- Cuervo, H., and D. Acquaro. 2018. “Exploring Metropolitan University Pre-Service Teacher Motivations and Barriers to Teaching in Rural Schools.” Asia-Pacific Journal of Teacher Education 46 (4): 384–398. doi:https://doi.org/10.1080/1359866X.2018.1438586.
- Deffenbaugh, C., C. Hatfield, and V. Montana. 2006. “Artist/art Educator: Making Sense of Identity Issues.” Art Education 59 (3): 42–47. doi:https://doi.org/10.1080/00043125.2006.11651594.
- den Brok, P., T. Wubbels, and J. Van Tartwijk. 2017. “Exploring Beginning Teachers’ Attrition in the Netherlands.” Teachers and Teaching: Theory and Practice 23 (8): 881–895. doi:https://doi.org/10.1080/13540602.2017.1360859.
- Fenwick, A., and D. Weir. 2010. “The Impact of Disrupted and Disjointed Early Professional Development on Beginning Teachers.” Teacher Development 14 (4): 501–517. doi:https://doi.org/10.1080/13664530.2010.533491.
- Fereday, J., and E. Muir-Cochrane. 2006. “Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development.” International Journal of Qualitative Methods 5 (1): 80–92. doi:https://doi.org/10.1177/160940690600500107.
- Gallant, A., and P. Riley. 2014. “Early Career Teacher Attrition: New Thoughts on an Intractable Problem.” Teacher Development 18 (4): 562–580. doi:https://doi.org/10.1080/13664530.2014.945129.
- Graham, M. A., and S. G. Zwirn. 2010. “How Being a Teaching Artist Can Influence K-12 Art Education.” Studies in Art Education 51 (3): 219–232. doi:https://doi.org/10.1080/00393541.2010.11518804.
- Hong, J., C. Day, and B. Greene. 2018. “The Construction of Early Career Teachers’ Identities: Coping or Managing?” Teacher Development 22 (2): 249–266. doi:https://doi.org/10.1080/13664530.2017.1403367.
- Hong, J. Y. 2010. “Pre-service and Beginning Teachers’ Professional Identity and Its Relation to Dropping Out of the Profession.” Teaching and Teacher Education 26 (8): 1530–1543. doi:https://doi.org/10.1016/j.tate.2010.06.003.
- Hsieh, B. 2014. “The Importance of Orientation: Implications of Professional Identity on Classroom Practice and for Professional Learning.” Teachers and Teaching 21 (2): 178–190. doi:https://doi.org/10.1080/13540602.2014.928133.
- Hudson, P. 2012. “How Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching.” Australian Journal of Teacher Education 37 (7): 71–84. doi:https://doi.org/10.14221/ajte.2012v37n7.1.
- Hultell, D. 2011. Lost in Translation? A Study of Newly Graduated Teachers’ Experiences during the Initial Period of Employment. Stockholm: Karolinska Institute.
- Imms, W., and S. Healy. 2016. “The Teacher Art-maker Project: Towards the Phenomenon of the Teacher as a Practitioner.” Journal of Artistic and Creative Education 10 (1): 88–97.
- Imms, W., and P. Ruanglertbutr. 2013. “The Teacher as an Art Maker: What Do Pre-Service Teachers Identify as the Issues?” Australian Art Education 35 (1/2): 85–92.
- Ingersoll, R., L. Merrill, and H. May. 2014. “What are the Effects of Teacher Education and Preparation on Beginning Teacher Attrition?” CPRE Research Reports. doi:https://doi.org/10.12698/cpre.2014.rr82.
- Irwin, R. L., M. J. A. Pardinas, D. T. Barney, J. C. H. Chen, B. Dias, S. Golparian, and A. MacDonald. 2017. “A/R/Tography around the World.” In The Palgrave Handbook of Global Arts Education, edited by G. Barton and M. Baguley, 475–496. New York: Palgrave Macmillan.
- Kempe, A. 2012. “Self, Role and Character: Developing a Professional Identity as a Drama Teacher.” Teacher Development 16 (4): 523–536. doi:https://doi.org/10.1080/13664530.2012.733131.
- Langdon, F. J., P. A. Alexander, A. Ryde, and P. Baggetta. 2014. “A National Survey of Induction and Mentoring: How It Is Perceived within Communities of Practice.” Teaching and Teacher Education 44: 92–105. doi:https://doi.org/10.1016/j.tate.2014.08.004.
- Manuel, J., and J. Hughes. 2006. “‘It Has Always Been My Dream’: Exploring Pre‐Service Teachers’ Motivations for Choosing to Teach.” Teacher Development 10 (1): 5–24. doi:https://doi.org/10.1080/13664530600587311.
- Mason, S., and C. Poyatos Matas. 2015. “Teacher Attrition and Retention Research in Australia: Towards a New Theoretical Framework.” Australian Journal of Teacher Education 40 (11): 45–66. doi:https://doi.org/10.14221/ajte.2015v40n11.3.
- Morris, J. E., and K. Coleman. 2019. “Fluid Identities in Multiple Cultural Practices: How Practice Changes Becoming Teachers’ Perceptions of Themselves.” Journal of Artistic and Creative Education: Interculturalisms Special Issue 13 (1): 1–14.
- Morris, J. E., K. Coleman, and W. Imms. 2019. “Practicing over Time: The Teacher as Practitioner (TAP) Report, 2019.” In SPACETIME, edited by K. Coleman, M. Mallos, and W. Imms, 72–83. Melbourne: University of Melbourne.
- Morris, J. E., K. Coleman, M. Toscano, and W. Imms. 2018. “A Case for the Impact of Practice: The Teacher as Practitioner (TAP) Report, 2018.” In Community: Becoming With, edited by W. Imms, K. Coleman, and M. Toscano, 73–84. Melbourne: University of Melbourne.
- Morris, J. E., and W. Imms. 2018. “Validation of the TAP Tool, an Instrument Measuring the Impact of Teacher Retention Intervention Strategies.” Curriculum and Teaching 36 (2): 15–27. doi:https://doi.org/10.7459/es/36.2.03.
- O’Brien, P., R. Goddard, and M. Keeffe. 2007. “Burnout Confirmed as a Viable Explanation for Beginning Teacher Attrition.” Paper presented at the AARE National Conference, Fremantle, Australia, November 25–29.
- OECD (Organisation for Economic Co-operation and Development). 2005. Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD. http://oecd.org/edu/school/attractingdevelopingandretainingeffectiveteachers-homepage.htm
- Popper-Giveon, A., and B. Shayshon. 2017. “Educator versus Subject Matter Teacher: The Conflict between Two Sub-Identities in Becoming a Teacher.” Teachers and Teaching 23 (5): 532–548. doi:https://doi.org/10.1080/13540602.2016.1218841.
- Productivity Commission. 2012. Schools Workforce: Productivity Commission Research Report. Canberra: Australian Government. https://www.pc.gov.au/inquiries/completed/education-workforce-schools/report
- Reis-Jorge, J. 2007. “Teachers’ Conceptions of Teacher-Research and Self-Perceptions as Enquiring Practitioners – A Longitudinal Case Study.” Teaching and Teacher Education 23 (4): 402–417. doi:https://doi.org/10.1016/j.tate.2006.12.007.
- Ronfeldt, M., and K. McQueen. 2017. “Does New Teacher Induction Really Improve Retention?” Journal of Teacher Education 68 (4): 394–410. doi:https://doi.org/10.1177/0022487117702583.
- Salazar Noguera, J., and K. McCluskey. 2017. “A Case Study of Early Career Secondary Teachers’ Perceptions of Their Preparedness for Teaching: Lessons from Australia and Spain.” Teacher Development 21 (1): 101–117. doi:https://doi.org/10.1080/13664530.2016.1204353.
- Sharplin, E. 2008. “Quality of Worklife for Rural and Remote Teachers: Perspectives of Novice, Interstate and Overseas-Qualified Teachers.” PhD diss., University of Western Australia.
- Sharplin, E., M. O’Neill, and A. Chapman. 2011. “Coping Strategies for Adaptation to New Teacher Appointments: Intervention for Retention.” Teaching and Teacher Education 27 (1): 136–146. doi:https://doi.org/10.1016/j.tate.2010.07.010.
- Wall, K., and E. Hall. 2017. “The Teacher in Teacher-Practitioner Research: Three Principles of Inquiry.” In Teachers and Teacher Educators Learning through Inquiry, edited by P. Boyd and A. Szplit, 35–61. Krakow: Wydawnictwo Attyka.
- Weldon, P. 2018. “Early Career Teacher Attrition in Australia: Evidence, Definition, Classification and Measurement.” Australian Journal of Education 62 (1): 61–78. doi:https://doi.org/10.1177/0004944117752478.
- Worth, J., S. Lynch, J. Hillary, C. Rennie, and J. Andrade. 2018. Teacher Workforce Dynamics in England: Nurturing, Supporting and Valuing Teachers. Slough, England: NFER.