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Examining the Experiences of Beginning Teachers in Queensland: Challenges and Interaction Dynamics

This qualitative study explores the experiences of beginning teachers in Queensland, Australia, focusing on their interactions with colleagues and positioning within the teaching community. Through virtual focus groups, themes emerged pertaining to interaction, acceptance, and the impacts of appearance and conversational participation. The research highlights the challenges and benefits faced by novice teachers, emphasizing their use of technology in data collection and the formation of a supportive community of practice. Findings reveal valuable insights into how these factors influence their professional development.

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Examining the Experiences of Beginning Teachers in Queensland: Challenges and Interaction Dynamics

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  1. ATEE 2010 • Challenges and benefits emerging from a qualitative study with beginning teachers in Queensland, Australia • Kerryn McCluskey The University of Queensland

  2. The Study in Brief • Beginning and novice teachers who are global speakers of English • Positioning with respect to the community of teaching practice • What did these “young” professionals find affected their interaction with colleagues and therefore their positioning? • Themes that emerged: • Interaction as main theme • - skin colour • - appearance • - conversational participation • - acceptance • - worldliness • What was the community of teaching practice?

  3. Data Collection Methods

  4. Issues Identified • Data Collection: • Virtual Focus group • Technology savvy for: • installation of software • use of software • Access to internet • Availability of everyone at any given time • Typing ability • Analysis of data: • Format for use

  5. family:MS Shell Dlg; color:#000000; ">hi Kelly</Text></Message><Message Date="28/06/2005" Time="7:51:40 PM" DateTime="2005-06-28T09:51:40.312Z" SessionID="2"><From><User FriendlyName="ian"/></From><To><User FriendlyName="rachela@hotmail.com"/><User FriendlyName="kelly"/><User FriendlyName="David"/><User FriendlyName="Kerryn"/></To><Text Style="font-family:Tahoma; font-weight:bold; font-style:italic; color:#800080; ">i was inivted couple of times on party at monto and i accepted that inivitation</Text></Message><Message Date="28/06/2005" Time="7:52:04 PM" DateTime="2005-06-28T09:52:04.578Z" SessionID="2"><From><User FriendlyName="ian"/></From><To><User FriendlyName="rachela@hotmail.com"/><User FriendlyName="kelly"/><User FriendlyName="David"/><User FriendlyName="Kerryn"/></To><Text Style="font-family:Tahoma; font-weight:bold; font-style:italic; color:#800080; ">i showed

  6. Electronic diaries: • - not regular input and had to be careful of pushing for information because of their own pressures with preparation etc • - at the start began as diary entries including some advice seeking but became more as reflective diary entries • Interviews and focus groups were much more successful

  7. My Role

  8. My Role • Mentor/Lecturer sometimes mixed with researcher by participants in electronic diaries where they asked for advice. • Had to be acknowledged by me throughout including in the application for ethical clearance • This relationship though allowed for rich data because of • Comfort in speaking with and in front of me • Trust – in me • - in my research as they really wanted their experiences to be shared with others.

  9. However • My own reflective account: • Discourse of care • Discourse of motherhood • Difficulty in role switching

  10. Outcome • Rich data • Participants and researcher learned from each other • in the use of technology • from the data collected • The COP was identified by the participants • A community of practice was developed amongst the participants.

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