Power and Discipline in Teacher Induction

• In Event: Roundtable Session 17
  In Roundtable Session: The Dynamics of Context and Content in Induction

Abstract

This paper reports on findings from a study of graduate teachers’ experiences during the induction phase of their transition into professional practice. We know from the available research that teacher induction is mostly haphazard, intermittent or even non-existent in many schools. Few studies have deliberately explored the exercise of power relations during teacher induction nor the ways graduate teachers are disciplined by themselves and others to be the teacher they want or should be. We argue that the exercise of power relations, and the ways in which technologies of self and disciplinary practices impact on graduate teachers' formation of ethics and care of self, play a strong role in how new teachers come to be the way they are.

Authors

• Cheryl A. Williams, The University of Newcastle

• Jennifer M. Gore, The University of Newcastle