International Graduate Centre of Education
Becoming a Teacher in Remote Australia: Picturing Resilience
This study draws on a resilience conceptual framework to explore and examine how arts-based research can support preservice and beginning teacher resilience in regional and remote Central Australia.
This study draws on a resilience conceptual framework to explore and examine how arts-based research can add to the understandings of the complex interactions between factors that support preservice and beginning teacher resilience in regional and remote Central Australia. Enhancing teacher professional resilience is recognised as key to addressing the attrition rate of early career teachers and creating sustainability in a complex and ever-changing profession (Johnson et al., 2016). There has been significant research in Australia on how pre-service and early career teachers overcome the challenges of the profession and throve in their new career (Beltman, et al., 2015; Papatraianou, 2012; Le Cornu, 2009; Howard & Johnson, 2004; Sumsion, 2004). However, two significant areas of beginning teacher resilience have yet to be examined: the factors constraining and enabling resilience in remote and regional parts of Australia and implications for teacher education; and how arts-based participatory approaches to research and to pedagogy can be used to best represent and explore the embodied complexity of this aspect of the lived experience of teachers. This project forms the basis of an Australian Research Council Linkage Grant due to be submitted in 2017.
Chief Investigator: Dr Lisa Papatraianou and Dr Al Strangeways