Citations (42)
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Hila Vaitzman Ben-David & Izhak Berkovich. (2022) Functions and relational aspects of mentoring for novice teachers during the second year of teaching. Journal of Education for Teaching 48:5, pages 549-560.
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Rosario Palacios, Sofia Larrazabal & Rocío Berwart. (2020) Educational policies and professional identities: the case of Chilean special educational needs (SEN) teachers under new regulations for SEN student inclusion in mainstream schools. Ethnography and Education 15:4, pages 479-492.
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Kirsten Lambert & Christina Gray. (2020) Performing ‘teacher’: exploring early career teachers’ becomings, work identities and the [mis-]use of the professional standards in competitive educational assemblages. Pedagogy, Culture & Society 28:4, pages 501-523.
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Mike DiCicco, Robert Jordan & Laura Sabella. (2019) Conducting the “Business of Teaching”: Expectations of Non-instructional Tasks of Beginning STEM Teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 92:6, pages 210-223.
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Qilong Zhang. (2019) Ruminating on love and care in early childhood teaching. Journal of Early Childhood Teacher Education 40:3, pages 256-274.
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Gunnar Engvik & Anne Berit Emstad. (2017) The importance of school leaders’ engagement in socialising newly qualified teachers into the teaching profession. International Journal of Leadership in Education 20:4, pages 468-490.
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Marit Ulvik, Kari Smith & Ingrid Helleve. (2017) Ethical aspects of professional dilemmas in the first year of teaching. Professional Development in Education 43:2, pages 236-252.
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Hanna Palmér. (2016) Professional primary school teacher identity development: a pursuit in line with an unexpressed image. Teacher Development 20:5, pages 682-700.
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Dan O’Sullivan & Paul F. Conway. (2016) Underwhelmed and playing it safe: newly qualified primary teachers’ mentoring and probationary-related experiences during induction. Irish Educational Studies 35:4, pages 403-420.
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Daryl Dugas. (2016) The Ineffectiveness of “Effective” Management Strategies: First-Year Teachers, Behavior Management, and Identity. Action in Teacher Education 38:1, pages 18-33.
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Carey Philpott. (2015) Creating an in-school pastoral system for student teachers in school-based initial teacher education. Pastoral Care in Education 33:1, pages 8-19.
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Gunnar Engvik. (2014) The importance of networks for newly qualified teachers in upper secondary education. Educational Research 56:4, pages 453-472.
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Bronwen Maxwell. (2014) Improving workplace learning of lifelong learning sector trainee teachers in the UK. Journal of Further and Higher Education 38:3, pages 377-399.
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Alan Floyd & Marlene Morrison. (2014) Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education 36:1, pages 38-53.
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Eva Sunde & Marit Ulvik. (2014) School leaders’ views on mentoring and newly qualified teachers’ needs. Education Inquiry 5:2.
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Marit Ulvik & Eva Sunde. (2013) The impact of mentor education: does mentor education matter?. Professional Development in Education 39:5, pages 754-770.
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Déirdre Ní Chróinín, Mary O'Sullivan & Roland Tormey. (2013) Teacher educators' perspectives on the implementation of beginning teacher standards for physical education in Ireland: developing and regulating the profession?. European Journal of Teacher Education 36:3, pages 261-278.
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JAMESM. M. HARTWICK & SHIN
JI KANG. (2013) Spiritual Practices as a Means of Coping with and Ameliorating Stress to Reduce Teacher Attrition. Journal of Research on Christian Education 22:2, pages 165-188.
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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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Jeana Kriewaldt. (2012) Reorienting teaching standards: learning from lesson study. Asia-Pacific Journal of Teacher Education 40:1, pages 31-41.
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JIM MCNALLY & ALLAN BLAKE. (2012) Miss, What's My Name? New teacher identity as a question of reciprocal ontological security. Educational Philosophy and Theory 44:2, pages 196-211.
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Roy Canning. (2011) Reflecting on the reflective practitioner: vocational initial teacher education in Scotland. Journal of Vocational Education & Training 63:4, pages 609-617.
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Chris Wilkins. (2011) Professionalism and the post‐performative teacher: new teachers reflect on autonomy and accountability in the English school system. Professional Development in Education 37:3, pages 389-409.
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G. Welch, R. Purves, D. Hargreaves & N. Marshall. (2011) Early career challenges in secondary school music teaching. British Educational Research Journal 37:2, pages 285-315.
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Donald Christie & Ian Menter. (2009) Research capacity building in teacher education: Scottish collaborative approaches. Journal of Education for Teaching 35:4, pages 337-354.
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Articles from other publishers (15)
Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Mai-Ha Phan & Ha Quang Thinh Ngo. (2020) A Multidisciplinary Mechatronics Program: From Project-Based Learning to a Community-Based Approach on an Open Platform. Electronics 9:6, pages 954.
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Göran Fransson, Andrea Gallant & Rachel Shanks. (2018) Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers. Journal of Educational Change 19:2, pages 243-267.
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Kari Smith & Marit Ulvik. 2014. Workplace Learning in Teacher Education. Workplace Learning in Teacher Education
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Bronwen Maxwell. (2010) In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning. Vocations and Learning 3:3, pages 185-202.
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Jim McNally, Allan Blake & Ashley Reid. (2009) The informal learning of new teachers in school. Journal of Workplace Learning 21:4, pages 322-333.
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