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Teacher attrition the first five years - A multifaceted image
Linnaeus University, Faculty of Social Sciences, Department of Education. (PEPP)
Linnaeus University, Faculty of Social Sciences, Department of Education. (PEPP)
Linnaeus University, Faculty of Health and Life Sciences, Department of Psychology. (PEPP)ORCID iD: 0000-0002-6456-5735
2014 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 40, no 4, p. 94-103Article in journal (Refereed) Published
Abstract [en]

Based on a longitudinal study on Swedish teachers' (N = 87) career trajectories this article presents a comparison between quantitative and qualitative data within the cohort and puts this in relation to general statistics on teacher attrition. The analysis indicates that caution is advised in interpreting and making use of general statistics. Teacher attrition is a more non-linear and complex phenomenon than what is typically proposed. In many cases drop-outs are temporary. Individuals not only leave, but also return to, the profession over time and their out-of-school experiences can in many cases be understood as individual initiatives to enhance teaching ability in the long run.

Place, publisher, year, edition, pages
Elsevier , 2014. Vol. 40, no 4, p. 94-103
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-32763DOI: 10.1016/j.tate.2014.02.005ISI: 000334140300009Scopus ID: 2-s2.0-84896311043OAI: oai:DiVA.org:lnu-32763DiVA, id: diva2:704948
Available from: 2014-03-13 Created: 2014-03-13 Last updated: 2019-05-08Bibliographically approved

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Lindqvist, PerNordänger, Ulla KarinCarlsson, Rickard

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Teaching and Teacher Education: An International Journal of Research and Studies
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Citation style
  • apa
  • harvard1
  • ieee
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  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • text
  • asciidoc
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