The well-worn path: Learning from teachers who moved from hard-to-staff to easy-to-staff schools

Jeremy Glazer

doi:10.1016/j.tate.2021.103399

The well-worn path: Learning from teachers who moved from hard-to-staff to easy-to-staff schools

Jeremy Glazer

Rowan University

Research output: Contribution to journal › Article › peer-review

Abstract

This study analyzes the narratives of teachers who moved from hard-to-staff to easy-to-staff schools within one large urban school district in the United States. Their accounts describe stark contrasts between their experiences at the different schools. We find their choices to transfer can be understood through the lens of craft conscience and thus read as a critique of the inequality they encountered. This analysis offers a novel way of approaching the issue of teacher mobility.

Original language	American English
Article number	103399
Journal	Teaching and Teacher Education
Volume	105
DOIs	https://doi.org/10.1016/j.tate.2021.103399
State	Published - Sep 2021

ASJC Scopus subject areas

Education

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10.1016/j.tate.2021.103399

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abstract = "This study analyzes the narratives of teachers who moved from hard-to-staff to easy-to-staff schools within one large urban school district in the United States. Their accounts describe stark contrasts between their experiences at the different schools. We find their choices to transfer can be understood through the lens of craft conscience and thus read as a critique of the inequality they encountered. This analysis offers a novel way of approaching the issue of teacher mobility.",

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The well-worn path: Learning from teachers who moved from hard-to-staff to easy-to-staff schools

Abstract

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