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The Educational Forum Volume 84, 2020 - Issue 1
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Articles

Building Beginning Teacher Resilience: Exploring the Relationship between Mentoring and Contextual Acceptance

Brianne MorettiniDepartment of Interdisciplinary and Inclusive Education, Rowan University, Glassboro, New Jersey, USA; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-8329-9866View further author information
ORCID Icon,
Kathryn LuetDepartment of Language, Literacy, and Sociocultural Education, Rowan University, Glassboro, New Jersey, USAORCID Iconhttp://orcid.org/0000-0002-9449-7198View further author information
ORCID Icon &
Lisa Vernon-DotsonDepartment of Interdisciplinary and Inclusive Education, Rowan University, Glassboro, New Jersey, USA; View further author information
Pages 48-62 | Received 20 Mar 2017, Accepted 07 Jul 2018, Published online: 21 Nov 2019

Citations (9)

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Read on this site (4)

Kristen C. Mosley & Christopher J. McCarthy. (2023) Beginning Teacher Mentoring: Associations between Mentoring Experiences and Stress among First Year Teachers. The Teacher Educator 58:4, pages 440-458.
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Mohsen Shirazizadeh & Afsaneh Abbaszadeh. (2023) EFL teacher resilience: instrument development and validation. Reflective Practice 24:3, pages 375-388.
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Alba Vallés & Marc Clarà. (2023) Conceptualizing teacher resilience: a comprehensive framework to articulate the research field. Teachers and Teaching 29:1, pages 105-117.
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Lindsay Joseph Wexler, Arthi B. Rao, Jennifer K. Shah & Jennifer D. Olson. Shifting Pedagogies, Philosophies, and Priorities: The Experiences of First Year Teachers Beginning a Career during a Pandemic. Educational Studies 0:0, pages 1-19.
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Articles from other publishers (5)

Khadijeh Rezazadeh, Mostafa Janebi Enayat & Fatemeh Poorebrahim. (2023) Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study. Asian-Pacific Journal of Second and Foreign Language Education 8:1.
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Jungmei Su. (2023) Perceived Effectiveness of Teacher Education Programs on the Professional Competencies of Beginning Teachers. International Journal of Teacher Education and Professional Development 6:1, pages 1-14.
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Edel Karin Kvam, Dag Roness, Marit Ulvik & Ingrid Helleve. (2023) Newly qualified teachers: Tensions between needing support and being a resource. A qualitative study of newly qualified teachers in Norwegian upper secondary schools. Teaching and Teacher Education 127, pages 104090.
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Tobias Kärner, Julia Katharina Weiß & Karin Heinrichs. (2021) A social perspective on resilience: social support and dyadic coping in teacher training. Empirical Research in Vocational Education and Training 13:1.
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Mahmut KALMAN & Işıl GÜR. (2021) Çalıkuşlarının Gözünden Köyde Öğretmen Olmak: Bir Olgubilim Araştırması. e-International Journal of Educational Research.
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