Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers

Jill Willis*, Leanne Crosswell, Chad Morrison, Andrew Gibson, Mary Ryan

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    20 Citations (Scopus)


    Many early-career teachers (ECTs) begin their teaching careers in rural and remote schools in Australia, and do not stay long, with consequences for their own lives, and for their students, schools and communities. By understanding how first-year ECTs navigate personal (subjective) and contextual (objective) conditions, opportunities to disrupt patterns of ECT attrition may be found. This paper explores the online longitudinal reflections from two rural ECTs. Margaret Archer’s three dimensions of reflexivity were used to analyse what personal, structural and cultural resources were activated by ECTs as they discerned and deliberated the costs of being a rural ECT. The potential for school leaders and mentors to support rural ECTs through dialogic reflexivity, that is the opportunity to discern and deliberate priorities with others, is identified as a role that is significant for ECT support but not straightforward. Prompts for dialogic reflexivity are proposed.

    Original languageEnglish
    Pages (from-to)794–809
    Number of pages16
    JournalTeachers and Teaching: Theory and Practice
    Issue number7
    Publication statusPublished - 2017


    • early-career teaching
    • rural teaching
    • teacher identity
    • Margaret Archer
    • dialogic reflexivity


    Dive into the research topics of 'Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers'. Together they form a unique fingerprint.

    Cite this