Exploring narrative group work for responding to burnout in novice teachers— Fan Lingli

Posted by on Jul 11, 2017 in | 0 comments

Exploring narrative group work for responding to burnout in novice teachers— Fan Lingli

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This paper describes a project supporting six novice teachers in Chinese public kindergartens to successfully take charge of their lives during their first year of teaching. With the help of externalising conversations and re-authoring conversations, we explored the realities of being a new teacher, and how burnout had invaded these teachers’ lives. The teachers came to recognise themselves again and to honour their own uniqueness. Using the mobile instant messaging software WeChat, the project established a virtual community for teachers to gain further interpersonal support and develop skills and knowledges about extricating themselves from their predicaments. Finally, through a definitional ceremony, the project created an opportunity for teachers to tell their stories more vividly and to build consensus with more people. All participants in this project came to understand burnout in new teachers as a sociocultural product. We hope that structural change will happen in our educational system.

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