Citations (23)
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Geraldine Mooney Simmie, Cathal de Paor, Jennifer Liston & John O’Shea. (2017) Discursive positioning of beginning teachers’ professional learning during induction: a critical literature review from 2004 to 2014. Asia-Pacific Journal of Teacher Education 45:5, pages 505-519.
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Michelle Helms-Lorenz & Ridwan Maulana. (2016) Influencing the psychological well-being of beginning teachers across three years of teaching: self-efficacy, stress causes, job tension and job discontent. Educational Psychology 36:3, pages 569-594.
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Oliver McGarr & Orla McCormack. (2014) Reflecting to Conform? Exploring Irish Student Teachers’ Discourses in Reflective Practice. The Journal of Educational Research 107:4, pages 267-280.
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Mary Bailey & Pete Sorensen. (2013) Reclaiming the ground of master’s education for teachers: lessons to be learned from a case study of the East Midlands Masters in Teaching and Learning. Journal of Education for Teaching 39:1, pages 39-59.
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Jo Frankham & Sandra Hiett. (2011) The Master’s in Teaching and Learning: expanding utilitarianism in the continuing professional development of teachers in England. Journal of Education Policy 26:6, pages 803-818.
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Alaster Scott Douglas. (2011) The different learning opportunities afforded student teachers in four secondary school subject departments in an initial teacher education school–university partnership in England. Journal of Education for Teaching 37:1, pages 93-106.
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AndrewJ. Hobson. (2009) On being bottom of the pecking order: beginner teachers’ perceptions and experiences of support. Teacher Development 13:4, pages 299-320.
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Joanna McIntyre, AndrewJ. Hobson & Nick Mitchell. (2009) Continuity, support, togetherness and trust: findings from an evaluation of a university‐administered early professional development programme for teachers in England. Professional Development in Education 35:3, pages 357-379.
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Beshel
Cee Ushie. (2009) Partnership learning: an imperative for the continuing professional development of primary school teachers in Nigeria. Professional Development in Education 35:2, pages 285-287.
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Allan Soares, Roger Lock & Julie Foster. (2008) Induction: the experiences of newly qualified science teachers. Journal of Education for Teaching 34:3, pages 191-206.
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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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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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Hoi‐Yan Cheung. (2006) The measurement of teacher efficacy: Hong Kong primary in‐service teachers. Journal of Education for Teaching 32:4, pages 435-451.
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Chris Turner. (2006) Informal learning and its relevance to the early professional development of teachers in secondary schools in England and Wales. Journal of In-Service Education 32:3, pages 301-319.
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Articles from other publishers (9)
Herman Boyzar MOYO, Thelma DE JAGER & Ksoboro Charles MAMBURU. (2022) Educator professional development towards management of curriculum implementation: A case study in Correctional Centres of Gauteng Region, South Africa. Journal for the Education of Gifted Young Scientists 10:2, pages 239-249.
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Anela Hasanagić, Almira Isić-Imamović & Muharem Adilović. (2021) Teacher personality traits as a determinant of stress perception and mental health. Zbornik radova 18:19, pages 63-102.
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Gebisa Guyasa Kabito & Sintayehu Daba Wami. (2020) Perceived work-related stress and its associated factors among public secondary school teachers in Gondar city: a cross-sectional study from Ethiopia. BMC Research Notes 13:1.
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Ridwan Maulana, Michelle Helms-Lorenz & Wim van de Grift. (2015) A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students. Teaching and Teacher Education 51, pages 225-245.
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Teuta Agai–Demjaha, Jovanka Karadzinska Bislimovska & Dragan Mijakoski. (2015) Level of Work Related Stress among Teachers in Elementary Schools. Open Access Macedonian Journal of Medical Sciences 3:3, pages 484-488.
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Nur Uhbiyati. (2015)
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Michelle Helms-Lorenz, Bert Slof & Wim van de Grift. (2012) First year effects of induction arrangements on beginning teachers’ psychological processes. European Journal of Psychology of Education 28:4, pages 1265-1287.
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Mike Hayler. 2011. Autoethnography, Self-Narrative and Teacher Education. Autoethnography, Self-Narrative and Teacher Education
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Clare Woolhouse & Matt Cochrane. (2009) Is subject knowledge the be all and end all? Investigating professional development for science teachers. Improving Schools 12:2, pages 160-173.
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