Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative

Livat Eshchar-Netz, Adam Lefstein, Dana Vedder-Weiss

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This study examines veteran and novice teachers’ identities in the policy, culture and practice of an Israeli teacher leadership initiative. Building on four years of ethnographic fieldwork, we used discourse analytic methods to investigate references to “veteran” and “novice” teachers in staff meetings, professional development, and interviews. While experience is valued in most professional contexts, it was treated with ambivalence in this leadership initiative. “Veterans” were seen as knowledgeable and confident but resistant to change and learning. “Novices” were seen as potential leaders but insecure and lacking expertise. We discuss implications for teachers' work, learning and the educational system.

Original languageEnglish
Article number104186
JournalTeaching and Teacher Education
Volume130
DOIs
StatePublished - 1 Aug 2023

Keywords

  • Discourse
  • Novice teachers
  • Social identification
  • Teacher learning
  • Veteran teachers

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Too old to learn? The ambivalence of teaching experience in an Israeli teacher leadership initiative'. Together they form a unique fingerprint.

Cite this