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Stéphane Colognesi & Vanessa Hanin. (2024) Using digital technology in the classroom adds new professional tasks for (student) teachers. Technology, Pedagogy and Education 33:2, pages 201-217.
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Marianne Sandvik Tveitnes & Mette Hvalby. (2024) Mentoring Novice Teachers in a Norwegian Context of Inclusive Education. Teachers and Teaching 30:1, pages 71-84.
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Julian Burger, Philipp Schulz & Margarete Imhof. (2023) Patterns of formal and informal support within teacher induction – latent classes and their implications for novices’ competence and well-being. Mentoring & Tutoring: Partnership in Learning 31:5, pages 612-634.
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Thibault Coppe. (2023) Teacher networks: From a catalyst for enactment of professional development to a source of professional development. Teachers and Teaching 0:0, pages 1-14.
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Mary Moloney & Jennifer Pope. (2023) Willing and unable or willing and able? Insights from an evaluation of a mentoring training programme for early childhood teachers in Ireland. Education 3-13 0:0, pages 1-16.
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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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Saida López-Crespo & Joaquín Gairín Sallán. (2023) School principals’ actions to promote informal learning among teaching staff. Teacher Development 27:3, pages 297-313.
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Sylvia Y. F. Tang, Angel K. Y. Wong, Dora D. Y. Li & May M. H. Cheng. (2022) Teacher buoyancy: harnessing personal and contextual resources in the face of everyday challenges in early career teachers’ work. European Journal of Teacher Education 0:0, pages 1-19.
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Benjamin Luke Moorhouse. (2021) Beginning teaching during COVID-19: newly qualified Hong Kong teachers’ preparedness for online teaching. Educational Studies 0:0, pages 1-17.
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Marit Ulvik, Liv Eide & Edel Karin Kvam. Newly qualified secondary school teachers’ perspectives on workplace learning. Education Inquiry 0:0, pages 1-19.
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Articles from other publishers (24)
Benjamin Luke Moorhouse. (2024) Beginning and first-year language teachers’ readiness for the generative AI age. Computers and Education: Artificial Intelligence 6, pages 100201.
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Thibault Coppe, Michaël Parmentier, Geert Kelchtermans, Isabel Raemdonck, Virginie März & Stéphane Colognesi. (2024) Beyond traditional narratives about teacher professional development: A critical perspective on teachers' working life. Teaching and Teacher Education 139, pages 104436.
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Thibault Coppe, Virginie März & Isabel Raemdonck. (2024) Rencontre entre l’enseignant de deuxième carrière et son établissement scolaire : un mariage sans idylle. McGill Journal of Education 57:3, pages 178-198.
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Chan Wang, Xianhan Huang, John Chi-Kin Lee & Peng Xu. (2024) Teachers’ informal workplace learning profiles: Outcomes and antecedents. Teaching and Teacher Education 137, pages 104407.
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Gamze ALP, Selçuk DOĞAN, Ümran YAZICILAR NALBANTOĞLU & Nihan AĞAÇLI DOĞAN. (2023) Exploring Teacher Motivation to Implement After an Online Professional Development by Using Expectancy-value-cost theoryÇevrimiçi Bir Mesleki Gelişim Sonrasında Öğretmenlerin Uygulama Motivasyonlarının Beklenti-Değer-Maliyet Teorisini Kullanarak Keşfedilmesi. Boğaziçi Üniversitesi Eğitim Dergisi 40-2:3, pages 17-32.
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Nathalie Gagnon & Annie Dubeau. (2023) Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers. Vocations and Learning 16:3, pages 511-532.
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Tamar Tarablus & Yaacov B. Yablon. (2023) Teachers’ Willingness to Seek Help for Violence Against Them: The Moderating Effect of Teachers’ Seniority. Journal of Interpersonal Violence 38:19-20, pages 10703-10722.
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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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Thibault Coppe, Virginie März & Isabel Raemdonck. (2023) Second career teachers’ work socialization process in TVET: A mixed-method social network perspective. Teaching and Teacher Education 121, pages 103914.
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Sølvi Lillejord. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Mary Moloney, Jennifer Pope & Ann DonnellanMary Moloney, Jennifer Pope & Ann Donnellan. 2023. Professional Mentoring for Early Childhood and Primary School Practice. Professional Mentoring for Early Childhood and Primary School Practice
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Mary Moloney, Jennifer Pope & Ann DonnellanMary Moloney, Jennifer Pope & Ann Donnellan. 2023. Professional Mentoring for Early Childhood and Primary School Practice. Professional Mentoring for Early Childhood and Primary School Practice
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Mary Moloney, Jennifer Pope & Ann DonnellanMary Moloney, Jennifer Pope & Ann Donnellan. 2023. Professional Mentoring for Early Childhood and Primary School Practice. Professional Mentoring for Early Childhood and Primary School Practice
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Mary Moloney, Jennifer Pope & Ann DonnellanMary Moloney, Jennifer Pope & Ann Donnellan. 2023. Professional Mentoring for Early Childhood and Primary School Practice. Professional Mentoring for Early Childhood and Primary School Practice
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Thibault Coppe, Marc Sarazin, Virginie März, Vincent Dupriez & Isabel Raemdonck. (2022) (Second career) teachers' work socialization as a networked process: New empirical and methodological insights. Teaching and Teacher Education 116, pages 103766.
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Zamira Hyseni Duraku, Genta Jahiu & Donjeta Geci. (2022) The Interplay of Individual and Organizational Factors With Early Childhood Teachers’ Level of Work Motivation, job Satisfaction, and Burnout. International Journal of Educational Reform, pages 105678792211148.
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Dominik E. Froehlich, Julia Morinaj, Dorothea Guias & Ulrich Hobusch. (2022) Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research. Frontiers in Psychology 13.
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Mahyoub Bzour, Fathiah Mohamed Zuki, Muhamad Mispan, Mohammed ELTurk & Muiz Shalbak. 2022. Handbook of Research on Teacher Education. Handbook of Research on Teacher Education
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Sheryl MacMath, Awneet Sivia & Vandy Britton. (2021) Graduate feedback on a teacher education program and school district support: An argument for a continuum of professional learning. Studies in Educational Evaluation 71, pages 101089.
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Samantha Crans, Maike Gerken, Simon Beausaert & Mien Segers. (2021) The mediating role of social informal learning in the relationship between learning climate and employability. Career Development International 26:5, pages 678-696.
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Ann G. Wolf, Sven Auerswald, Annika Seinsche, Isabella Saul & Hannah Klocke. (2021) German student teachers’ decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience. Teaching and Teacher Education 105, pages 103350.
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Alexander Ivanov, Svetlana Tolstikova, Larisa Ovcharenko & Tatiana Morozova. (2021) Building major competencies for enhancing higher education for sustainable development. E3S Web of Conferences 250, pages 07002.
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Nicolás Julio Bores-Calle, Ana Escudero & Daniel Bores-García. (2020) Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines. International Journal of Environmental Research and Public Health 17:22, pages 8599.
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Thibault Coppe, Isabel Raemdonck, Virginie März, Michaël Parmentier, Quentin Brouhier & Stéphane Colognesi. (2021) L’insertion professionnelle des enseignants au travers des multiples aspects de la socialisation au travail : l’ISaTE, un instrument de mesure pour les appréhender. Mesure et évaluation en éducation 43:3, pages 67-102.
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