Professional learning places and spaces: The staffroom as a site of beginning teacher induction and transition

lisahunter, Tony Rossi, Richard Tinning, Erin Flanagan, Doune Macdonald

Research output: Contribution to journalArticleResearchpeer-review

25 Citations (Scopus)

Abstract

This paper argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. To illustrate the staffroom as a particular place where important professional learning could occur the authors use two narratives based on the lived experiences of two beginning teachers, one in a primary context, the other secondary. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities. At the level of practice we also call for the teaching profession to recognise staffrooms as important sites of professional learning and places that should support induction and mentoring of beginning teachers. Such recognition could enhance the retention, satisfaction, and effectiveness of new and experienced teachers alike.

Original languageEnglish
Pages (from-to)33-46
Number of pages14
JournalAsia-Pacific Journal of Teacher Education
Volume39
Issue number1
DOIs
Publication statusPublished - 16 Jan 2011
Externally publishedYes

Keywords

  • Beginning teachers
  • Place
  • Space
  • Teaching profession

Cite this