Late-career language teachers in Austria and the UK: Pathways to retirement

被引：4

作者：

Babic, Sonja ^{[1
]}

Mairitsch, Astrid ^{[1
]}

Mercer, Sarah ^{[1
]}

Sulis, Giulia ^{[1
]}

Jin, Jun ^{[1
]}

King, Jim ^{[2
]}

Lanvers, Ursula ^{[3
]}

Shin, Sun ^{[1
]}

机构：

[1] Karl Franzens Univ Graz, ELT Res & Methodol, Liebiggasse 9, A-8010 Graz, Austria

[2] Univ Leicester, Sch Educ, Univ Rd, Leicester LE1 7RH, Leics, England

[3] Univ York, Dept Educ, York YO10 5DD, N Yorkshire, England

来源：

TEACHING AND TEACHER EDUCATION | 2022年 / 113卷

基金：

奥地利科学基金会;

关键词：

Late-career phase; Late-career language teachers; Retirement; LONG-SERVING TEACHERS; VETERAN TEACHERS; RESILIENCE; STRATEGIES; CYCLE;

D O I：

10.1016/j.tate.2022.103686

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article seeks to explore personal and socio-contextual factors that supported or hindered the wellbeing of 13 late-career language teachers from Austria and the UK. Data were generated through in-depth life-history interviews, and analysed following a Grounded Theory approach (Charmaz, 2006). Findings revealed the interplay of various personal and socio-contextual factors that influenced teachers' wellbeing and willingness to stay in the profession. Findings also showed four different pathways to retirement: Perceived stress and wanting to leave the profession; loved being a teacher but mentally preparing for retirement; busy with work, not thinking about retirement; and, thriving and not planning retirement. (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

引用

页数：10

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