Becoming, being and unbecoming an early childhood educator: a phenomenological case study of teacher attrition☆

By Jennifer Sumsion. 2002

131 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fb88e8cefed9f558533bb7036e187bb85269085f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

School reform and transitions in teacher professionalism and identity (2002, background): “Sumsion, 2002 ) have noted that teacher identities are not only constructed from the more technical aspects of teaching (i.e.”
Uncertain Professional Identities: Managing the Emotional Contexts of Teaching (2011, background): “Several researchers (Nias 1989, 1996; Hargreaves 1994; Sumsion 2002) have noted that teacher identities are constructed not only from technical and emotional aspects of teaching (i.”
Preschool Teacher Well-Being: A Review of the Literature (2014, background): “We agree with Sumsion (2002), that, ‘‘there seems a need to focus on the interplay between personal, relational and contextual influences if we are to develop a more comprehensive understanding of [teacher] attrition’’ (p.”
Identity, well‐being and effectiveness: the emotional contexts of teaching (2008, background): “Several researchers (Nias 1989 , 1996 ; Hargreaves 1994 ; Sumsion 2002 ) have noted that teacher identities are constructed not only from technical and emotional aspects of teaching (i.”
New Lives of Teachers (2010, background): “(Meijer, Korthagen, & Vasalos, 2009, p. 308) Several researchers (Hargreaves, 1994; Nias, 1989, 1996; Nias et al., 1992; Sumsion, 2002) have also noted that teacher identities are not only constructed from the more technical aspects of teaching (i.e., classroom management, subject knowledge, and…”
The personal and professional selves of teachers: stable and unstable identities (2006, background): “Several researchers (Nias, 1989, 1996; Hargreaves, 1994; Sumsion, 2002) have noted that teacher identities are not only constructed from technical and emotional aspects of teaching (i.”