Citations (96)
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Yngve Antonsen, Rachel Jakhelln, Jessica Aspfors & Kristin Emilie W. Bjørndal. (2023) Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices. European Journal of Teacher Education 0:0, pages 1-19.
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Rachel Shanks, Michelle Attard Tonna, Frede Krøjgaard, Karen Annette Paaske, Dean Robson & Eva Bjerkholt. (2022) A comparative study of mentoring for new teachers. Professional Development in Education 48:5, pages 751-765.
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Stuart Farmer & Ann Childs. (2022) Science teachers in northern Scotland: their perceptions of opportunities for effective professional learning. Teacher Development 26:1, pages 55-74.
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Amy D. Broemmel, Elizabeth A. Swaggerty, Amanda Rigell & Betty Blanton. (2021) “I Felt like My Practice Was Catching up with My Beliefs:” A Longitudinal Cognitive Study of Seven Early Career Literacy Teachers and Their Praxis. Action in Teacher Education 43:3, pages 285-300.
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Zhengdong Gan. (2018) Success and failure in first-year teaching: Mainland Chinese ESL teachers in Hong Kong schools. Cogent Education 5:1.
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Amy D. Broemmel & Elizabeth A. Swaggerty. (2017) “I’ve Tried and I’ve Died This Year”: First-Year Teachers Reflect on Literacy Reform. The New Educator 13:1, pages 41-52.
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Moira Hulme & Ian Menter. (2014) New professionalism in austere times: the employment experiences of early career teachers in Scotland. Teachers and Teaching 20:6, pages 672-687.
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Ming-tak Hue & Kerry John Kennedy. (2014) Creating culturally responsive environments: ethnic minority teachers' constructs of cultural diversity in Hong Kong secondary schools. Asia Pacific Journal of Education 34:3, pages 273-287.
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Jane McNicholl, Ann Childs & Katharine Burn. (2013) School subject departments as sites for science teachers learning pedagogical content knowledge. Teacher Development 17:2, pages 155-175.
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Ann Childs, Katharine Burn & Jane McNicholl. (2013) What influences the learning cultures of subject departments in secondary schools? A study of four subject departments in England. Teacher Development 17:1, pages 35-54.
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Dana
L. Bickmore & Jennifer
R. Curry. (2013) The Induction of School Counselors: Meeting Personal and Professional Needs. Mentoring & Tutoring: Partnership in Learning 21:1, pages 6-27.
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Alaster
Scott Douglas. (2012) Capturing the object of initial teacher education by studying tools‐in‐use in four school subject departments. Research Papers in Education 27:3, pages 285-302.
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Vasilis Strogilos, Magda Nikolaraizi & Eleni Tragoulia. (2012) Experiences among beginning special education teachers in general education settings: the influence of school culture. European Journal of Special Needs Education 27:2, pages 185-199.
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Karl Attard. (2012) Public reflection within learning communities: an incessant type of professional development. European Journal of Teacher Education 35:2, pages 199-211.
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Rwaida
Abu Rass. (2012) Supporting newly recruited teachers in a unique area, the Northwest Territories in Canada. Journal of Education for Teaching 38:2, pages 141-161.
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Sarah
K. Clark & Deborah Byrnes. (2012) Through the eyes of the novice teacher: perceptions of mentoring support. Teacher Development 16:1, pages 43-54.
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Ashley Fenwick. (2011) The first three years: experiences of early career teachers. Teachers and Teaching 17:3, pages 325-343.
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Elizabeth Newman. (2010) ‘I’m being measured as an NQT, that isn’t who I am’: an exploration of the experiences of career changer primary teachers in their first year of teaching. Teachers and Teaching 16:4, pages 461-475.
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Fiona Patrick, Dely Elliot, Moira Hulme & Alastair McPhee. (2010) The importance of collegiality and reciprocal learning in the professional development of beginning teachers. Journal of Education for Teaching 36:3, pages 277-289.
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Sibel Kaya, Cynthia Lundeen & CharlesH. Wolfgang. (2010) Discipline orientations of pre‐service teachers before and after student teaching. Teaching Education 21:2, pages 157-169.
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Roisín Coll. (2009) Catholic school leadership: exploring its impact on the faith development of probationer teachers in Scotland. International Studies in Catholic Education 1:2, pages 200-213.
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Maria Ruohotie‐Lyhty & Pauli Kaikkonen. (2009) The Difficulty of Change: The Impact of Personal School Experience and Teacher Education on the Work of Beginning Language Teachers. Scandinavian Journal of Educational Research 53:3, pages 295-309.
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Lynnette Mawhinney. (2008) Laugh so you don't cry: teachers combating isolation in schools through humour and social support. Ethnography and Education 3:2, pages 195-209.
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Gerd Grimsæth, Grete Nordvik & Eli Bergsvik. (2008) The newly qualified teacher: a leader and a professional? A Norwegian study. Journal of In-Service Education 34:2, pages 219-236.
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Squirrel Main. (2008) Pedagogical oversights: age and experience in New Zealand's teacher induction. Journal of Education for Teaching 34:2, pages 121-136.
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Ann Childs & Jane McNicholl. (2007) Science teachers teaching outside of subject specialism: challenges, strategies adopted and implications for initial teacher education. Teacher Development 11:1, pages 1-20.
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Kate Findlay. (2006) Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year. Journal of In-Service Education 32:4, pages 511-532.
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CharlesS. Cornford & Bruce Carrington. (2006) A qualitative study of the experiences of training in general practice: a community of practice?. Journal of Education for Teaching 32:3, pages 269-282.
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Ann McCormack, Jennifer Gore & Kaye Thomas. (2006) Early Career Teacher Professional Learning. Asia-Pacific Journal of Teacher Education 34:1, pages 95-113.
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Sue Dymoke & JenniferK. Harrison. (2006) Professional development and the beginning teacher: issues of teacher autonomy and institutional conformity in the performance review process. Journal of Education for Teaching 32:1, pages 71-92.
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David Carter. (2005) Distributed practicum supervision in a managed learning environment (MLE). Teachers and Teaching 11:5, pages 481-497.
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Maria Assuncão Flores. (2005) How do teachers learn in the workplace? findings from an empirical study carried out in portugal[1]. Journal of In-Service Education 31:3, pages 485-508.
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Jim O’Brien & Fiona Christie. (2005) Characteristics of support for beginning teachers: evidence from the new Teacher Induction Scheme in Scotland. Mentoring & Tutoring: Partnership in Learning 13:2, pages 189-203.
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Lindsey Smethem & Ken Adey. (2005) Some effects of statutory induction on the professional development of newly qualified teachers: a comparative study of pre‐ and post‐induction experiences. Journal of Education for Teaching 31:3, pages 187-200.
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Jeanne Keay. (2005) Developing the physical education profession: new teachers learning within a subject-based community. Physical Education and Sport Pedagogy 10:2, pages 139-157.
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Christopher Rhodes, Alan Nevill & Jo Allan. (2005) How will this help me? evaluating an accredited programme to enhance the early professional development of newly qualified teachers. Journal of In-Service Education 31:2, pages 337-352.
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Anne Williams, Paula Moorse & Michael Yates. (2005) Smoothing the ride — Making the NQT year a positive experience. Education 3-13 33:2, pages 37-40.
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Terhi Saaranen, Kerttu Tossavainen & Hannele Turunen. (2005) School staff members' and occupational health nurses' evaluation of the promotion of occupational well-being – with good planning to better practice. Journal of Interprofessional Care 19:5, pages 465-479.
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Robert V. Bullough Jr & Roni Jo Draper. (2004) Mentoring and the emotions. Journal of Education for Teaching 30:3, pages 271-288.
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Maria AssunÇão Flores
. (2004) The impact of school culture and leadership on new teachers' learning in the workplace. International Journal of Leadership in Education 7:4, pages 297-318.
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Olwen McNamara & Tehmina N. Basit. (2004) Equal opportunities or affirmative action? The induction of minority ethnic teachers. Journal of Education for Teaching 30:2, pages 97-115.
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JimD.N. Smith. (2004) Developing paired teaching placements. Educational Action Research 12:1, pages 99-126.
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Jorge
A´vila de Lima. (2003) Trained for isolation: The impact of departmental cultures on student teachers' views and practices of collaboration. Journal of Education for Teaching 29:3, pages 197-217.
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Pamela Harvey & Martin Dowson. (2003) Transitional Experiences of New Teachers in Christian Schools: A Case Study. Journal of Research on Christian Education 12:2, pages 217-243.
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Jose´M. Coronel, Mari´aJ. Carrasco, Marisa Ferna´ndez & Sebastia´n Gonza´lez. (2003) Qualities of Collaboration, Professional Development and Teaching Improvement: An experience in the university context. Journal of Education for Teaching 29:2, pages 125-147.
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Anne Williams & Stephanie Prestage. (2002) The Induction Tutor: Mentor, manager or both?. Mentoring & Tutoring: Partnership in Learning 10:1, pages 35-46.
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Richard D’Souza. What constitutes key professional knowledge for the cultural leadership of elementary schools? Considering career headteachers’ organizational knowledge. International Journal of Leadership in Education 0:0, pages 1-28.
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