Retrained teachers and school culture: Complex interactions

Aubusson, P; Vozzo, L; Steele, F

Retrained teachers and school culture: Complex interactions

Aubusson, P

Vozzo, L Steele, F

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Publication Type:: Journal Article
Citation:: Teacher Development, 2005, 9 (1), pp. 59 - 77
Issue Date:: 2005-01-01

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Field	Value	Language
dc.contributor.author	Aubusson, P https://orcid.org/0000-0002-6319-0695	en_US
dc.contributor.author	Vozzo, L	en_US
dc.contributor.author	Steele, F	en_US
dc.date.issued	2005-01-01	en_US
dc.identifier.citation	Teacher Development, 2005, 9 (1), pp. 59 - 77	en_US
dc.identifier.issn	1366-4530	en_US
dc.identifier.uri	http://hdl.handle.net/10453/4968
dc.description.abstract	This article reports the experiences of three retrained teachers as they made the transition to science teaching. The stories of their survival in a new school context were constructed from data obtained in an evaluation of the retraining program and interpreted using a reflexive methodology. These mature professionals had developed an approach to the use of power that characterised their teaching style, and this ‘identity’ influenced the way they interacted with the school culture. The school is likened to a hamlet, in which a new resident alters the balance of relationships and brings changes to the cultural codes. A less teacher-centred style in the classroom, and a tolerant attitude to the value of the individual, appeared to increase the likelihood of successful integration into a new school environment. © 2005 Taylor and Francis Group, LTD.	en_US
dc.relation.ispartof	Teacher Development	en_US
dc.relation.isbasedon	10.1080/13664530500200241	en_US
dc.title	Retrained teachers and school culture: Complex interactions	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	9	en_US
utslib.for	130313 Teacher Education and Professional Development of Educators	en_US
utslib.for	1303 Specialist Studies in Education	en_US
dc.location.activity	St Louis, MO
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	9	en_US

Abstract:

This article reports the experiences of three retrained teachers as they made the transition to science teaching. The stories of their survival in a new school context were constructed from data obtained in an evaluation of the retraining program and interpreted using a reflexive methodology. These mature professionals had developed an approach to the use of power that characterised their teaching style, and this ‘identity’ influenced the way they interacted with the school culture. The school is likened to a hamlet, in which a new resident alters the balance of relationships and brings changes to the cultural codes. A less teacher-centred style in the classroom, and a tolerant attitude to the value of the individual, appeared to increase the likelihood of successful integration into a new school environment. © 2005 Taylor and Francis Group, LTD.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/4968