出版社：Australian Institutes for Educational Research
摘要：Teacher career trajectory studies have identified a small group of veteran teachers whoremain positive and committed to teaching, while others become disenchanted ordisengaged. These, and related studies suggest key characteristics of positive veteranteachers revolve around a strong sense of agency and professional identity including: 1) acontinuing desire to experiment and embrace challenges; 2) high levels of personalcomfort in their teaching roles; and 3) a willingness to take on leadership roles across arange of capacities and contexts, and in turn be affirmed in these roles. While studiesdescribe these characteristics, there has been little attempt utilise them as the basis forconstructs in the formal identification of these teachers, and in turn examine where theseteachers are to be found in education systems. This article reports on a study in Australiawhich sought to utilise the characteristics to identify positive veteran teachers within alarger cohort, and examine demographic information surrounding them. Reporteddemographics include gender, location (city / country), age and school type (primary /secondary / K-12). The ability to identify these teachers and where they are to be foundmay help educational authorities understand and promote conditions in which moreveteran teachers are able to sustain their passion and commitment to the job.
