Abstract
This article reports a study that examined, through the lens of narrative inquiry, the lived experience of a beginning teacher during her first two years in a neoliberal school system. Situated in the sociocultural context of Singapore, the study traced how Natalie, a beginning teacher of a constructivist bent, floundered in a neoliberal school culture characterised by accountability, work intensification, performance appraisal, regulation of teacher motives/competence, and competition. The findings help to illuminate some of the issues that beginning teachers are likely to face in their struggles to implement alternative pedagogies against the grain of increasingly neoliberal school systems.
Original language | English |
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Pages (from-to) | 13-21 |
Number of pages | 9 |
Journal | Teaching and Teacher Education |
Volume | 41 |
DOIs | |
Publication status | Published - 1 Jan 2014 |
Externally published | Yes |
Keywords
- Beginning teacher
- Layered account
- Narrative inquiry
- Neoliberalism
- Singapore
ASJC Scopus subject areas
- Education