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Teacher Quality, Professional Learning and Policy pp 83–110Cite as

Palgrave Macmillan

Teachers’ Careers, Work Life and Expertise

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Abstract

Teachers careers’ and their experiences of their working lives are critical dimensions of teacher development. The chapter highlights the dynamic nature of teachers’ careers where professional, personal and contextual factors intersect in shaping teachers’ experiences and aspirations. Various frameworks propose identifiable career phases with fluctuations in attitudes, motivation and possibly performance. Factors such as gender and generation also impact on teachers’ aspirations and experiences. The flat structure of teachers’ careers is seen to impact on teachers’ readiness to engagement with changing expectations and developments. This raises the question of how to construct a classroom-based career as a positive choice.

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Authors and Affiliations

  1. School of Education, University of Glasgow, Glasgow, UK

    Christine Forde & Margery McMahon

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  1. Christine Forde
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  2. Margery McMahon
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Correspondence to Christine Forde .

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Forde, C., McMahon, M. (2019). Teachers’ Careers, Work Life and Expertise. In: Teacher Quality, Professional Learning and Policy. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-53654-9_4

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  • DOI: https://doi.org/10.1057/978-1-137-53654-9_4

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  • Online ISBN: 978-1-137-53654-9

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