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European Journal of Teacher Education Volume 22, 1999 - Issue 2-3
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Original Articles

Newly Qualified Teachers in Post-primary Schools in Northern Ireland: the support provided for their needs and their own vision for induction

RÉSUMÉ

RESUMEN

ZUSAMMENFASSUNG

Anne Moran
,
John Dallat
&
Lesley Abbott
Pages 173-189 | Published online: 24 Feb 2007

Citations (11)

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Read on this site (8)

Vilhelmiina Harju & Hannele Niemi. (2020) Newly qualified teachers’ support needs in developing professional competences: the principal’s viewpoint. Teacher Development 24:1, pages 52-70.
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Elizabeth A. Wilkins & Jeanne E. Okrasinski. (2015) Induction and Mentoring: Levels of Student Teacher Understanding. Action in Teacher Education 37:3, pages 299-313.
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Göran Fransson. (2010) Mentors assessing mentees? An overview and analyses of the mentorship role concerning newly qualified teachers. European Journal of Teacher Education 33:4, pages 375-390.
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Lesley Abbott, Anne Moran & Linda Clarke. (2009) Northern Ireland beginning teachers' experiences of induction: the ‘haves’ and the ‘have nots’. European Journal of Teacher Education 32:2, pages 95-110.
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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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Sue Wallace. (2002) No Good Surprises: Intending lecturers' preconceptions and initial experiences of further education. British Educational Research Journal 28:1, pages 79-93.
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Hugh Kearns. (2001) Competence-based Early Professional Development: first impressions of the Northern Ireland programme. Journal of In-Service Education 27:1, pages 65-82.
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John Dallat, Anne Moran & Lesley Abbott. (2000) A collegial approach to learning and teaching as the essence of school improvement. Teacher Development 4:2, pages 177-198.
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Articles from other publishers (3)

Liam Guilfoyle, Orla McCormack & Sibel Erduran. (2020) The "tipping point" for educational research: The role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research. Teaching and Teacher Education 90, pages 103033.
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Jian Wang, Sandra J. Odell & Sharon A. Schwille. (2008) Effects of Teacher Induction on Beginning Teachers' Teaching. Journal of Teacher Education 59:2, pages 132-152.
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Rosalind Latiner Raby. (2000) Comparative and International Education: A Bibliography (1999). Comparative Education Review 44:3, pages 381-419.
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