Supporting early career teachers’ digital agency: a role for mentorship?

Knussen, L; Agnew, A

Supporting early career teachers’ digital agency: a role for mentorship?

Knussen, L

Agnew, A

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Irish Educational Studies, 2022, 41, (1), pp. 201-211
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Knussen, L https://orcid.org/0000-0001-8400-5447
dc.contributor.author	Agnew, A https://orcid.org/0000-0002-2674-5348
dc.date.accessioned	2022-12-18T22:26:33Z
dc.date.available	2022-12-18T22:26:33Z
dc.date.issued	2022-01-01
dc.identifier.citation	Irish Educational Studies, 2022, 41, (1), pp. 201-211
dc.identifier.issn	0332-3315
dc.identifier.issn	1747-4965
dc.identifier.uri	http://hdl.handle.net/10453/164459
dc.description.abstract	Early career teachers (ECTs [‘ECTs’ refers only to early career teachers and not to any other professional entity within the teaching profession or beyond]) face many challenges as they transition from pre-service to graduate practitioners, particularly relating to integrating technology into their practice. Available research identifies that pre-service teachers leave university with varying levels of exposure to the implementation of technology-integrated learning. Equally, there are school-based barriers that ECTs face which impede the application of these technologies in their teaching practice. In this paper, we present preliminary findings from a small study seeking to explore graduate teacher experiences of in-school support for technology-enabled learning (TEL). We argue for an innovative approach to mentorship which supports the development of the early career teachers’ digital agency. This approach would encompass the skills, literacies and knowledge required, but more importantly the development of professional agency. Mentorship can support the ECT to work through contextual barriers and find solutions that align to their specific learning environment, supporting the development of their digital identity. Existing research calls for greater mentorship for ECTs as they transition into teaching, and for increased collaboration between universities and schools to support ECTs in the development of their professional digital agency. This paper presents a basis for building on research and includes suggestions for future research to address that gap.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Irish Educational Studies
dc.relation.isbasedon	10.1080/03323315.2021.2022524
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	13 Education
dc.title	Supporting early career teachers’ digital agency: a role for mentorship?
dc.type	Journal Article
utslib.citation.volume	41
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
dc.date.updated	2022-12-18T22:26:26Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	41
utslib.citation.issue	1

Abstract:

Early career teachers (ECTs [‘ECTs’ refers only to early career teachers and not to any other professional entity within the teaching profession or beyond]) face many challenges as they transition from pre-service to graduate practitioners, particularly relating to integrating technology into their practice. Available research identifies that pre-service teachers leave university with varying levels of exposure to the implementation of technology-integrated learning. Equally, there are school-based barriers that ECTs face which impede the application of these technologies in their teaching practice. In this paper, we present preliminary findings from a small study seeking to explore graduate teacher experiences of in-school support for technology-enabled learning (TEL). We argue for an innovative approach to mentorship which supports the development of the early career teachers’ digital agency. This approach would encompass the skills, literacies and knowledge required, but more importantly the development of professional agency. Mentorship can support the ECT to work through contextual barriers and find solutions that align to their specific learning environment, supporting the development of their digital identity. Existing research calls for greater mentorship for ECTs as they transition into teaching, and for increased collaboration between universities and schools to support ECTs in the development of their professional digital agency. This paper presents a basis for building on research and includes suggestions for future research to address that gap.

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http://hdl.handle.net/10453/164459