Becoming, being and unbecoming an early childhood educator: A phenomenological case study of teacher attrition

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    Abstract

    This article reports on a phenomenological case study that explored the blossoming and wilting of an early childhood educator's career commitment and her eventual decision to leave the field. Spanning a 7-year period, the study employs representation and analysis of metaphors as heuristic tools to illuminate the lived experience of becoming, being and unbecoming an early childhood educator. The study highlights the need to explore further the interplay between personal, relational and contextual influences if we are to develop a more comprehensive understanding of staff attrition.
    Original languageEnglish
    Pages (from-to)869-885
    Number of pages17
    JournalTeaching and Teacher Education
    Volume18
    Issue number7
    DOIs
    Publication statusPublished - 2002

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