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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.50,Issue3,P.207-229

语言

英文

关键字

teacher attrition; urban schools; qualitative; teacher investment; teacher identity; BEGINNING TEACHERS

作者单位

[Dunn, Alyssa Hadley] Michigan State Univ, Teacher Educ, Erickson Hall,Room 331, E Lansing, MI 48824 USA. [Downey, C. Aiden] Emory Univ, Atlanta, GA 30322 USA. Dunn, AH (reprint author), Michigan State Univ, Coll Educ, Teacher Educ, Erickson Hall,Room 331, E Lansing, MI 48824 USA. E-Mail: AHDunn@msu.edu

摘要

This study explores the impetus for and impact of four urban teachers' extracurricular investments. Framing teacher investment as work voluntarily undertaken with an eye toward bringing about a highly desired, yet highly uncertain, end, we argue that the outcome of these often-hidden investments have identity and career implications for teachers. Through a comparison of two case studies in the southeast and northeast United States, we investigate why and how teachers come to invest themselves in particular extracurricular projects, the identity implications of the investments, and how the ultimate outcome of the investments may influence their decision to stay in or leave the profession. Findings reveal that teachers' extracurricular investmentseither in individual students or whole-school projectsare intimately tied to their identities and career trajectories. Implications are offered for research, teacher education, and policy.