Citations (57)
Keep up to date with the latest research on this topic with citation updates for this article.
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Edel Karin Kvam, Marit Ulvik & Liv Eide. (2023) Newly qualified teachers’ experiences of support in a micro-political perspective. Scandinavian Journal of Educational Research 0:0, pages 1-13.
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Ge Wei. (2023) Principalship amidst dilemmatic spaces: a narrative inquiry at a Catholic girls’ school in Macau. Asia Pacific Journal of Education 0:0, pages 1-17.
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Erkki T. Lassila, Eila Estola, Geert Kelchtermans & Minna Uitto. (2021) Coping with emotionally challenging expectations: Japanese beginning teachers and their relationships with students’ parents’. Teachers and Teaching 27:5, pages 423-437.
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Åsa Hirsh. (2020) When assessment is a constant companion: students’ experiences of instruction in an era of intensified assessment focus. Nordic Journal of Studies in Educational Policy 6:2, pages 89-102.
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Lindsay Joseph Wexler. (2020) ‘I would be a completely different teacher if I had been with a different mentor’: Ways in which educative mentoring matters as novices learn to teach. Professional Development in Education 46:2, pages 211-228.
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Margareta Maria Thomson & Corey J. Palermo. (2018) Using an Expectancy-Value Model to Understand Teaching Motivation among Nontraditional Preservice Teachers: A Phenomenological Study Approach. Action in Teacher Education 40:2, pages 151-168.
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Xiangming Chen, Ge Wei & Shuling Jiang. (2017) The ethical dimension of teacher practical knowledge: a narrative inquiry into Chinese teachers’ thinking and actions in dilemmatic spaces. Journal of Curriculum Studies 49:4, pages 518-541.
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Sharon L. Nichols, Paul A. Schutz, Kelly Rodgers & Kimberly Bilica. (2017) Early career teachers’ emotion and emerging teacher identities. Teachers and Teaching 23:4, pages 406-421.
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Jessica Aspfors & Anne Marit Valle. (2017) Designing communicative spaces – innovative perspectives on teacher education. Education Inquiry 8:1, pages 1-16.
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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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Zeynep Akdağ & Çiğdem Haser. (2016) Beginning early childhood education teachers’ classroom management concerns. Teachers and Teaching 22:6, pages 700-715.
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Eli Lejonberg & Dijana Tiplic. (2016) Clear Mentoring: Contributing to Mentees’ Professional Self-confidence and Intention to Stay in their Job. Mentoring & Tutoring: Partnership in Learning 24:4, pages 290-305.
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PaulA. Schutz. (2014) Inquiry on Teachers’ Emotion. Educational Psychologist 49:1, pages 1-12.
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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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Göran Fransson & Jan Grannäs. (2013) Dilemmatic spaces in educational contexts – towards a conceptual framework for dilemmas in teachers work. Teachers and Teaching 19:1, pages 4-17.
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Ji Y. Hong. (2012) Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching 18:4, pages 417-440.
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Robert
V. Bullough$suffix/text()$suffix/text(). (2012) Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices. Mentoring & Tutoring: Partnership in Learning 20:1, pages 57-74.
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Marit ulvik & Ketil Langørgen. (2012) What can experienced teachers learn from newcomers? Newly qualified teachers as a resource in schools. Teachers and Teaching 18:1, pages 43-57.
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Panayiotis Angelides & Anthi Mylordou. (2011) The beneficial outcome of a successful mentoring relationship: the development of inclusive education. Teacher Development 15:4, pages 533-547.
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Maria
Eliophotou Menon & Anastasia Athanasoula-Reppa. (2011) Job satisfaction among secondary school teachers: the role of gender and experience. School Leadership & Management 31:5, pages 435-450.
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Marit Ulvik & Kari Smith. (2011) What characterises a good practicum in teacher education?. Education Inquiry 2:3, pages 517-536.
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Ingrid Helleve & Marit Ulvik. (2011) Is individual mentoring the only answer?. Education Inquiry 2:1, pages 127-139.
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Janette Long. (2009) Assisting beginning teachers and school communities to grow through extended and collaborative mentoring experiences. Mentoring & Tutoring: Partnership in Learning 17:4, pages 317-327.
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Eileen Piggot-Irvine, Helen Aitken, Jenny Ritchie, P. Bruce Ferguson & Fiona McGrath. (2009) Induction of newly qualified teachers in New Zealand. Asia-Pacific Journal of Teacher Education 37:2, pages 175-198.
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Articles from other publishers (32)
Özge TARHAN. (2022) Developing the Level of Political Conversation of Parents with Their ChildrenAilelerin Çocuklarıyla Siyaset Konuşma Düzeyi Ölçeğinin Geliştirilmesi. Sınırsız Eğitim ve Araştırma Dergisi 7:3, pages 543-571.
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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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Nikolaos Alexopoulos, Georgia Rogari & Nikolaos Raptis. (2022) Behavioral Factors Affecting the Acclimatization of Newly-Appointed Teachers in Primary Schools: An Empirical Investigation. International Journal of Educational Methodology 8:1, pages 39-54.
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Tiffany Karalis Noel. (2021) Identity Tensions: Understanding a Previous Practitioner’s Decision to Pursue and Depart the Teaching Profession. Frontiers in Education 6.
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Ecem Karlıdağ-Dennis & Zeynep Temiz. 2020. Neoliberalism and Education Systems in Conflict. Neoliberalism and Education Systems in Conflict
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Isabelle Vivegnis. (2019) Postures d’accompagnement et conceptions : une évidente interrelation ? Quatre cas sous la loupe en contexte d’insertion professionnelle. Phronesis 8:1-2, pages 48-63.
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Geert Kelchtermans. 2019. Attracting and Keeping the Best Teachers. Attracting and Keeping the Best Teachers
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Gang Zhu, Hersh Waxman, Hector Rivera & Lynn M. Burlbaw. (2018) The Micropolitics of Student Teachers’ Professional Vulnerability During Teaching Practicums: A Chinese Perspective. The Asia-Pacific Education Researcher 27:2, pages 155-165.
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Paul A. Schutz, Sharon L. Nichols & Samantha Schwenke. 2018. Research on Teacher Identity. Research on Teacher Identity
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Fatemeh Chahkandi, Abbass Eslami Rasekh & Mansour Tavakoli. (2016) Micropolitics of School and EFL Teachers’ Professional Interests: The Case of Schools for Gifted Students in Iran. Iranian Journal of Applied Linguistics 19:2, pages 87-114.
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Lily Orland-Barak. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education
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Kevin W. Meuwissen & Marcy L. Berger. 2016. Rethinking Social Studies Teacher Education in the Twenty-First Century. Rethinking Social Studies Teacher Education in the Twenty-First Century
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Anders D. Olofsson, J. Ola Lindberg, Göran Fransson & Trond Eiliv Hauge. (2015) Uptake and Use of Digital Technologies in Primary and Secondary Schools – a Thematic Review of Research. Nordic Journal of Digital Literacy 10:Jubileumsnummer, pages 103-121.
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Eli Lejonberg, Eyvind Elstad & Knut-Andreas Christophersen. (2015) Mentor education: challenging mentors’ beliefs about mentoring. International Journal of Mentoring and Coaching in Education 4:2, pages 142-158.
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José Miguel Correa, Asunción Martínez-Arbelaiz & Estibaliz Aberasturi-Apraiz. (2015) Post-modern reality shock: Beginning teachers as sojourners in communities of practice. Teaching and Teacher Education 48, pages 66-74.
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Jessica Aspfors & Göran Fransson. (2015) Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education 48, pages 75-86.
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Mehmet Kumru. (2014) Teachers’ Views on the Qualifications that Students should Possess in the Transition to Primary Education (Case Study: Sakarya). Procedia - Social and Behavioral Sciences 116, pages 4333-4337.
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Kari Smith & Marit Ulvik. 2014. Workplace Learning in Teacher Education. Workplace Learning in Teacher Education
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Göran Fransson & Sarah K. McMahan. (2013) Exploring research on mentoring policies in education. International Journal of Mentoring and Coaching in Education 2:3, pages 218-232.
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Maria Eliophotou Menon. (2011) Do Beginning Teachers Receive Adequate Support from Their Headteachers?. Educational Management Administration & Leadership 40:2, pages 217-231.
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Ingrid Helleve & Ketil Langørgen. (2012) Utdannet som veileder – utdannet til hva?. Uniped 35:4, pages 57-68.
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Lisa C. Ehrich & Jan Millwater. (2011) Internship: interpreting micropolitical contexts. The Australian Educational Researcher 38:4, pages 467-481.
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Glenda Anthony, Mavis Haigh & Ruth Kane. (2011) The power of the ‘object’ to influence teacher induction outcomes. Teaching and Teacher Education 27:5, pages 861-870.
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Mary Q. FooteAndrew Brantlinger, Hanna N. Haydar, Beverly Smith & Lidia Gonzalez. (2010) Are We Supporting Teacher Success: Insights From an Alternative Route Mathematics Teacher Certification Program for Urban Public Schools. Education and Urban Society 43:3, pages 396-425.
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Zeynep Akdağ & Çiğdem Haser. (2010) Beginning early childhood education teachers’ problems in Turkey. Procedia - Social and Behavioral Sciences 9, pages 884-889.
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Betty Achinstein & Steven Z. Athanases. 2009. Second International Handbook of Educational Change. Second International Handbook of Educational Change
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Marit Ulvik, Kari Smith & Ingrid Helleve. (2009) Novice in secondary school – the coin has two sides. Teaching and Teacher Education 25:6, pages 835-842.
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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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