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Group Experiential Themes: Rural Primary Teacher Identity - Coggle Diagram
Group Experiential Themes: Rural Primary Teacher Identity
Caution at academies as default communities
Academy status can foster connections across settings and between individuals
Academies represent identity loss not community gain
Academisation has impact own teaching experience(s)
Leadership can make or break a teacher’s experience
Leadership matters
Leadership-driven culture directly influences sense of ‘togetherness’
Flourishing ecosystem driven by leadership attitude
Acknowledging alternative perspectives – leaders versus teachers
Leadership as undermining teacher identity/autonomy
Great leadership is galvanising
Effective leaders are rare
Emotional implications of poor leadership
Significant variance across settings according to SLT
Connections that bridge personal and professional identities valued
Teachers are part of a ‘bigger picture’ to achieve success
Colleagues as a support sub- or hybrid network
Shared experiences shape the self
Shared values as a source of strength/inspiration
Multiple duties threat to social connection
Time as a limiter to social connection
Collaboration as a source of strength
Professional skill set enables your evolution as a teacher
Adapting expectations year-on-year
Reflective practice to keep things in perspective
Reflection a central feature of survival
Protecting against burnout/disillusionment
It takes time to build the skills
Keep on going, even in the face of adversity
Professional knowledge adds value
Awareness of professional skills brought to the role
Absence of appreciation increases negative perception of the role
Lack of expression of gratitude
Emotional implications in absence of feedback
Group comparison between primary and secondary perceived values
Appreciation should be a golden thread through education
Parental influence not to be underestimated
Erosion of collective voice amongst teaching professionals
Us versus them when speaking out
Teaching community fragmented?
Acceptance of the inevitable as a measure of reduced voice
Limited range for voice to be truly heard
FORMATIVE EXPERIENCE TOWARDS TEACHING
Varied formative experiences lead to pursuit of teacher role
Personal experience(s) of inspirational teachers
Looking for own educational experience
Seeking meaning and security through work
Familial influence
Resistance to the role
Accountability demands and external pressures in conflict with teacher ideologies
Conflict between accountability measures and own ideologies
Expectations from self and others
All bear the burden but have limited voice to speak out
Government directives as a root cause
Professional judgement makes way for homogeneity AKA ‘consistency’
Shifting societal expectations add pressure
Uninvited pressures as you become an experienced teacher
Restrictions to curriculum delivery cause frustration
Chain of events that impact the ‘frontline’ most
Resource limitations: budgets, curriculum...
Impact of homogeneity upon professional practice
Accountability measures as a treadmill
Time limited to invest in the children
Being a teacher co-exists with all other versions of ‘self’
Identities beyond teaching act as important boundaries to burnout
Work-life balance adds value
Trying to do it all will lead to burnout
Identities are enmeshed – they cannot be separated clearly
Conflict between authenticity and performance
On the teaching : : journey, self-efficacy is helped as well as hindered
Self-efficacy develops with experience
Time limits self-efficacy
Absence of subject knowledge can challenge
Accepting or resisting development
Resisting stereotypes from early career teacher (ECT) to an experienced practitioner
Learning journey together – embrace it!
Experienced teachers have less opportunities to connect
Remaining aware of yourself
Relational practice requires personal investment and pragmatism
Relationships are foundational to teaching and learning success
Whole-class dynamics matter
Teacher-learner dynamics are unique
Real-world expectations for all – it's not all roses
Sense of reward and purpose achieved through the children
Children above all else
Perceived purpose to enable children’s future opportunities
The children are the reward
A unique role
Purpose goes beyond the classroom
Valued outcomes for children go beyond attainment
Teachers as the spark but the journey continues beyond you
Role modelling for life
Influence cannot be underestimated
RURAL SCHOOL EXPERIENCE
Opportunities and challenges of rural schools
Embracing the familiar
Fear of the unknown
Seeking a support network
Attitudinal differing
Valuing what’s on offer, not what’s missing
Rural futures through tech?
BEING A TEACHER IS AN EVOLUTIONARY EXPERIENCE
LEADERSHIP'S INFLUENCE ON THE TEACHING EXPERIENCE
PUPIL-TEACHER RELATIONAL EXPERIENCE
EXPERIENCE OF TEACHER COMMUNITY
EXPERIENCE OF BEING PART OF THE SYSTEM