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

Erin Christensen, Tony Rossi, lisahunter, Richard Tinning

Research output: Contribution to journalArticleResearchpeer-review

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.

LanguageEnglish
Pages40-52
Number of pages13
JournalSport, Education and Society
Volume23
Issue number1
DOIs
StatePublished - 2 Jan 2018

Keywords

  • Beginning teacher
  • capital
  • field
  • habitus
  • micropolitics
  • staffroom

Cite this

Christensen, Erin ; Rossi, Tony ; lisahunter ; Tinning, Richard. / Entering the field : beginning teachers’ positioning experiences of the staffroom. In: Sport, Education and Society. 2018 ; Vol. 23, No. 1. pp. 40-52
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Entering the field : beginning teachers’ positioning experiences of the staffroom. / Christensen, Erin; Rossi, Tony; lisahunter; Tinning, Richard.

In: Sport, Education and Society, Vol. 23, No. 1, 02.01.2018, p. 40-52.

Research output: Contribution to journalArticleResearchpeer-review

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