ABSTRACT
The transition from a pre-service teacher to an early career teacher can be difficult, particularly as beginning teachers attempt to understand, negotiate and respond to their new school contexts. With each school having its own institutional practices and norms, early career teachers must not only manage their everyday tasks and workload, but do so in a way that aligns with the norms of their school context. This chapter focuses on re-telling the stories of one early career teacher, Waruni, whose experiences in sharing her Environmental and Sustainability Education ideas and practices with her school colleagues left her feeling disappointed and disempowered. With the support of the participating community partners and other early career teachers within the community of practice workshops, Waruni’s narrative evolves from one of defeat to one of hopeful reflection. This chapter argues that the ways in which early career teachers are positioned in schools need to be questioned, with a focus on providing opportunities for early career teachers to lead and share.
