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Emotion and obligation the decision-making experiences of justice-centered early career teachers in independent schools Stella Katherine Beale
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Beale, Stella Katherine, author.
- Language:
- English
- Subjects (All):
- Education.
- Teacher education.
- Pedagogy.
- Vocational education.
- Educational leadership.
- 0515.
- 0530.
- 0456.
- 0449.
- 0747.
- Local Subjects:
- Education.
- Teacher education.
- Pedagogy.
- Vocational education.
- Educational leadership.
- 0515.
- 0530.
- 0456.
- 0449.
- 0747.
- Genre:
- Academic theses
- Physical Description:
- 1 online resource (272 pages)
- Contained In:
- Dissertations Abstracts International 87-12A
- Place of Publication:
- Ann Arbor : ProQuest Dissertations and Theses, 2026
- Language Note:
- English
- Summary:
- It is widely accepted that teaching is emotional work. Teaching is also moral work; it is work that requires daily (if not hour-by-hour) critical decision making, and increasingly, teaching and teachers are positioned and position themselves as engaging in social justice. While each of these fields is well-studied, there is surprisingly little research that explores the intersections of these robust but often discrete fields and even less that takes up questions of how early-career teachers committed to creating justice-centered environments navigate ethical decision making. This is especially true in an independent school context. Given the varied and often informal ways in which teachers in independent schools enter the profession, there have been no major studies on teacher preparation in and for independent schools. Nor are there significant studies that consider the experiences of early career teachers in these environments. Teachers and teacher educators need a better understanding of the affective experiences of decision making for early-career teachers actively engaged in justice centered pedagogy in elite environments. Teachers' stories offer an avenue into learning about the intersection of affective environments with what new teachers see as their moral obligations. Using a questionnaire, a set of semi-structured interviews, and a review of early-career teachers' statements of philosophies, this study captures the emotional sensemaking of twelve justice-centered early career teachers in order to better understand the affective experience of early-career teacher decision making in elite environments
- Notes:
- Source: Dissertations Abstracts International, Volume: 87-12, Section: A.
- Advisors: Rust, Frances O'Connell Committee members: Jacobs, Charlotte; Stanley, Jeanne; Vazquez, Michael
- Ed.D. University of Pennsylvania 2026
- Vendor supplied data
- Local Notes:
- School code: 0175
- ISBN:
- 9798252430959
- Access Restriction:
- Restricted for use by site license
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