Citations (62)
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Clare Tyrer. (2023) Untangling the complexity of mentoring feedback practices in post-compulsory initial teacher education in the UK. Journal of Further and Higher Education 47:1, pages 31-44.
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Preeti Jain & Amber L. Brown. (2022) Using an Adapted Lesson Study with Early Childhood Undergraduate Students. Teaching Education 33:2, pages 154-174.
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Dhinesh Radhakrishnan, Brenda M. Capobianco & Jennifer DeBoer. (2021) Kenyan engineering teachers building reflective practice. Reflective Practice 22:5, pages 697-711.
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Paul Spencer, Susan Harrop, Judith Thomas & Tim Cain. (2018) The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England. Professional Development in Education 44:1, pages 33-46.
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Orna Schatz-Oppenheimer. (2017) Being a mentor: novice teachers’ mentors’ conceptions of mentoring prior to training. Professional Development in Education 43:2, pages 274-292.
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Tony Loughland & Hoa Thi Mai Nguyen. (2016) Using the instructional core to implement a professional learning programme for primary science teachers in Australia: teacher learning and student skill outcomes. Teacher Development 20:4, pages 498-520.
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Seth A. Parsons & Margaret Vaughn. (2016) Toward Adaptability: Where to from Here?. Theory Into Practice 55:3, pages 267-274.
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Jane B. Huffman, Dianne F. Olivier, Ting Wang, Peiying Chen, Salleh Hairon & Nicholas Pang. (2016) Global conceptualization of the professional learning community process: transitioning from country perspectives to international commonalities. International Journal of Leadership in Education 19:3, pages 327-351.
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Guillaume Escalié & Sébastien Chaliès. (2016) Supporting the work arrangements of cooperating teachers and university supervisors to better train preservice teachers: a new theoretical contribution. European Journal of Teacher Education 39:3, pages 302-319.
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Peter Hudson. (2016) Identifying mentors’ observations for providing feedback. Teachers and Teaching 22:2, pages 219-234.
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Laura Baecher & Bede McCormack. (2015) The impact of video review on supervisory conferencing. Language and Education 29:2, pages 153-173.
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Peter Hudson. (2014) Feedback consistencies and inconsistencies: eight mentors’ observations on one preservice teacher’s lesson. European Journal of Teacher Education 37:1, pages 63-73.
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Anita Eriksson. (2013) Positive and Negative Facets of Formal Group Mentoring: Preservice Teacher Perspectives. Mentoring & Tutoring: Partnership in Learning 21:3, pages 272-291.
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Katrin Poom-Valickis & Samuel Mathews. (2013) Reflecting others and own practice: an analysis of novice teachers’ reflection skills. Reflective Practice 14:3, pages 420-434.
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Gloria
E. Miller, Cathy Lines, Erin Sullivan & Kirsten Hermanutz. (2013) Preparing educators to partner with families. Teaching Education 24:2, pages 150-163.
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Hugh Galvan, Glenn Fyall & Ian Culpan. (2012) High-performance cricket coaches' perceptions of an educationally informed coach education programme. Asia-Pacific Journal of Health, Sport and Physical Education 3:2, pages 123-140.
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Chris Wilkins, Hugh Busher, Michalis Kakos, Carmen Mohamed & Joan Smith. (2012) Crossing borders: new teachers co-constructing professional identity in performative times. Professional Development in Education 38:1, pages 65-77.
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V. Darleen Opfer & David Pedder. (2010) Access to Continuous Professional Development by teachers in England. The Curriculum Journal 21:4, pages 453-471.
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V. Darleen Opfer & David Pedder. (2010) Benefits, status and effectiveness of Continuous Professional Development for teachers in England. The Curriculum Journal 21:4, pages 413-431.
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Articles from other publishers (43)
Miri Ben-Amram & Nitza Davidovitch. (2024) Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era. Education Sciences 14:2, pages 143.
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Yasuhiro Kotera, Elaina Taylor, Dean Fido, Dan Williams & Freya Tsuda-McCaie. (2021) Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation. Current Psychology 42:12, pages 10163-10176.
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Anne Henry Cash, Hilary Dack & William Leach. (2022) Examining coaches’ feedback to preservice teacher candidates on a core practice. International Journal of Mentoring and Coaching in Education 11:3, pages 308-327.
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Marcus Witt, Fay Lewis & Ben Knight. (2022) ‘I wasn't worried because I wasn't being judged’: The development of pre-service teacher professional capital, pedagogical instinct and discretionary judgement during an overseas teaching placement. Teaching and Teacher Education 112, pages 103642.
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André P. Botha & Leila Goosen. 2021. Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education. Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education
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Emily Michailidi & Dimitris Stavrou. (2021) Mentoring in-service teachers on implementing innovative teaching modules. Teaching and Teacher Education 105, pages 103414.
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Lily Orland-Barak & Jian Wang. (2020) Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform. Journal of Teacher Education 72:1, pages 86-99.
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Benjamin Kutsyuruba, Lorraine Godden & John Bosica. (2019) The impact of mentoring on the Canadian early career teachers’ well-being. International Journal of Mentoring and Coaching in Education 8:4, pages 285-309.
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Miyuki Takino. (2019) Becoming BELF users: the learning process of business users of English and its conceptualization. Journal of English as a Lingua Franca 8:2, pages 235-267.
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Chris Wilcoxen, Julie Bell & Amanda Steiner. (2019) Empowerment through induction: supporting the well-being of beginning teachers. International Journal of Mentoring and Coaching in Education 9:1, pages 52-70.
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Elizabeth Soslau, Jennifer Gallo-Fox & Kathryn Scantlebury. (2018) The Promises and Realities of Implementing a Coteaching Model of Student Teaching. Journal of Teacher Education 70:3, pages 265-279.
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Nicola Walshe & Paul Driver. (2019) Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education 78, pages 97-105.
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Jian Wang. 2018. The Wiley Handbook of Educational Supervision. The Wiley Handbook of Educational Supervision
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Petr Svojanovsky. (2017) Supporting student teachers’ reflection as a paradigm shift process. Teaching and Teacher Education 66, pages 338-348.
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Kim Jinmi. (2017) Effects of Kindergarten Teachers' Learning Opportunities on Teacher-Child Interactions Focusing on the Mediation Effect of Reflective Thinking. The Journal of Korean Teacher Education 34:1, pages 265-291.
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Cheryll Duquette & Leah Dabrowski. (2016) A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates. McGill Journal of Education 51:1, pages 575-595.
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Elizabeth Soslau. (2015) Development of a post-lesson observation conferencing protocol: Situated in theory, research, and practice. Teaching and Teacher Education 49, pages 22-35.
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Elena Ciga, Emma García, Mercedes I. Rueda, Harm Tillema & Emilio Sánchez. 2015. Mentoring for Learning. Mentoring for Learning
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Elizabeth A. van Es, Jessica Tunney, Lynn T. Goldsmith & Nanette Seago. (2014) A Framework for the Facilitation of Teachers’ Analysis of Video. Journal of Teacher Education 65:4, pages 340-356.
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Andrea Gelfuso & Danielle V. Dennis. (2014) Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education 38, pages 1-11.
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Kairit Tammets & Kai Pata. (2014)
The Model for Implementing Learning and Knowledge Building in the Extended Professional Community:
A Case Study of Teachers’ Accreditation
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Kathleen A. Unrath, Mark A. Anderson & Mary J. Franco. (2013) The Becoming Art Teacher: A Reconciliation of Teacher Identity and the Dance of Teaching Art. Visual Arts Research 39:2, pages 82-92.
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Ali S. Ibrahim. (2013) Approaches to supervision of student teachers in one UAE teacher education program. Teaching and Teacher Education 34, pages 38-45.
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Ditza Maskit. (2013) First Months in Teaching—Novices Relate to Their Difficulties. Creative Education 04:04, pages 1-8.
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Anna Rytivaara & Ruth Kershner. (2012) Co-teaching as a context for teachers' professional learning and joint knowledge construction. Teaching and Teacher Education 28:7, pages 999-1008.
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Elizabeth Soslau. (2012) Opportunities to develop adaptive teaching expertise during supervisory conferences. Teaching and Teacher Education 28:5, pages 768-779.
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E. Poldner, P.R.J. Simons, G. Wijngaards & M.F. van der Schaaf. (2012) Quantitative content analysis procedures to analyse students’ reflective essays: A methodological review of psychometric and edumetric aspects. Educational Research Review 7:1, pages 19-37.
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Ayse Kizildag & Anita Eriksson. 2013. Cultural and Social Diversity and the Transition from Education to Work. Cultural and Social Diversity and the Transition from Education to Work
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Ling-Chian Chang & Greg C. Lee. (2010) A team-teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers. Computers & Education 55:3, pages 961-969.
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Thomas R. KoballaJr.Jr., Julie Kittleson, Leslie U. Bradbury & Michael J. Dias. (2010) Teacher thinking associated with science‐specific mentor preparation. Science Education 94:6, pages 1072-1091.
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Leslie Upson Bradbury. (2010) Educative mentoring: Promoting reform‐based science teaching through mentoring relationships. Science Education 94:6, pages 1049-1071.
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Anne E. Oosterbaan, Marieke F. van der Schaaf, Liesbeth K.J. Baartman & Karel M. Stokking. (2010) Reflection during portfolio-based conversations. International Journal of Educational Research 49:4-5, pages 151-160.
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J. Loughran. 2010. Handbook of Reflection and Reflective Inquiry. Handbook of Reflection and Reflective Inquiry
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Erika Löfström & Eve Eisenschmidt. (2009) Novice teachers' perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education 25:5, pages 681-689.
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Sébastien Chaliès, Solange Cartaut, Guillaume Escalie & Marc Durand. (2009) L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérienceThe usefulness of the mentoring system for young teachers: the evidence of a 20 years’ experienceLa utilidad del tutorado para jóvenes docentes: la prueba por 20 años de experienciaDie Nützlichkeit des Tutorats für junge Lehrer: der Beweis durch eine zwanzigjährige Erfahrung. Recherche & formation:61, pages 85-129.
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Sylvie Moussay, Richard Étienne & Jacques Méard. (2009) Le tutorat en formation initiale des enseignants : orientations récentes et perspectives méthodologiquesThe tutorial system in teachers’ training: recent trends and methodological perspectivesEl tutorado en formación inicial de los docentes: orientaciones recientes y perspectivas metodológicasTutorat in der Grundausbildung der Lehrer: neue Zielsetzungen und methodologische Perspektiven. Revue française de pédagogie:166, pages 59-69.
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Åsa Morberg & Eve Eisenschmidt. 2009. Becoming a Teacher Educator. Becoming a Teacher Educator
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Leslie Upson Bradbury & Thomas R. KoballaJr.Jr.. (2008) Borders to cross: Identifying sources of tension in mentor–intern relationships. Teaching and Teacher Education 24:8, pages 2132-2145.
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Alysia D. Roehrig, Catherine M. Bohn, Jeannine E. Turner & Michael Pressley. (2008) Mentoring beginning primary teachers for exemplary teaching practices. Teaching and Teacher Education 24:3, pages 684-702.
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Sylvia Yee Fan Tang & Alice Wai Kwan Chow. (2007) Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework. Teaching and Teacher Education 23:7, pages 1066-1085.
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Jennifer Harrison, Sue Dymoke & Tony Pell. (2006) Mentoring beginning teachers in secondary schools: An analysis of practice. Teaching and Teacher Education 22:8, pages 1055-1067.
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