Entering the field: beginning teachers’ positioning experiences of the staffroom

Christensen, Erin, Rossi, Tony, lisahunter and Tinning, Richard (2016) Entering the field: beginning teachers’ positioning experiences of the staffroom. Sport, Education and Society, 1-13. doi:10.1080/13573322.2016.1142434

Author Christensen, Erin
Rossi, Tony
Tinning, Richard
Title Entering the field: beginning teachers’ positioning experiences of the staffroom
Journal name Sport, Education and Society   Check publisher's open access policy
ISSN 1470-1243
Publication date 2016-02-15
Year available 2016
Sub-type Article (original research)
DOI 10.1080/13573322.2016.1142434
Start page 1
End page 13
Total pages 13
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2017
Language eng
Abstract Little is known about beginning teachers’ political positioning experiences of the staffroom. This paper employs Bourdieu's conceptual tools of field, habitus and capital to explore beginning health and physical education teachers’ positioning experiences and learning in staffrooms, the place in which teachers spend the majority of their non-teaching school time. From an Australian context, we present beginning (or emerging) teachers’ stories from one rural general staffroom and one urban departmental staffroom. Using the narratives we reflect upon how their positioning in the politics of the staffroom as beginning teachers presented significant challenges including negotiating the professional micropolitics, negotiating capital and negotiating opportunities and risks for reflection and change in contrasting social spaces.
Keyword Beginning teacher
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Human Movement and Nutrition Sciences Publications
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Created: Tue, 01 Mar 2016, 00:33:41 EST by System User on behalf of Learning and Research Services (UQ Library)