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Julia L. van Leeuwen, Harmen Schaap, Femke P. Geijsel & Paulien C. Meijer. (2022) Early career teachers’ experiences with innovative professional potential in secondary schools in the Netherlands. Professional Development in Education 0:0, pages 1-17.
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Jude Brady & Elaine Wilson. (2021) Teacher wellbeing in England: teacher responses to school-level initiatives. Cambridge Journal of Education 51:1, pages 45-63.
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Stéphane Colognesi, Catherine Van Nieuwenhoven & Simon Beausaert. (2020) Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning. European Journal of Teacher Education 43:2, pages 258-276.
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Sara C. Heredia & Julie H. Yu. (2017) A Matter of Choice: Opportunities for Informal Science Institutions to Support Science Teacher Induction. Journal of Science Teacher Education 28:6, pages 549-565.
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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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James J. Watters & Carmel M. Diezmann. (2015) Challenges Confronting Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming Science Teachers. Journal of Science Teacher Education 26:2, pages 163-192.
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D. Jean Clandinin, Julie Long, Lee Schaefer, C. Aiden Downey, Pam Steeves, Eliza Pinnegar, Sue McKenzie Robblee & Sheri Wnuk. (2015) Early career teacher attrition: intentions of teachers beginning. Teaching Education 26:1, pages 1-16.
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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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Jane Fleming. (2014) Engaging Beginning Teachers as Experts in Professional Development. The New Educator 10:3, pages 166-181.
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Julie
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Jean Clandinin. (2012) Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention. Mentoring & Tutoring: Partnership in Learning 20:1, pages 7-26.
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Ashley Fenwick. (2011) The first three years: experiences of early career teachers. Teachers and Teaching 17:3, pages 325-343.
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Articles from other publishers (15)
Jeffrey Casely-Hayford, Christina Björklund, Gunnar Bergström, Per Lindqvist & Lydia Kwak. (2022) What makes teachers stay? A cross-sectional exploration of the individual and contextual factors associated with teacher retention in Sweden.. Teaching and Teacher Education 113, pages 103664.
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Sterre K. Ruitenburg & Anke E. Tigchelaar. (2021) Longing for recognition: A literature review of second-career teachers’ induction experiences in secondary education. Educational Research Review 33, pages 100389.
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Rocío García-Carrión, Maria Padrós Cuxart, Pilar Alvarez & Ainhoa Flecha. (2020) Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty. Sustainability 12:17, pages 7146.
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S. Marent, A. Deketelaere, K. Jokikokko, R. Vanderlinde & G. Kelchtermans. (2020) Short interims, long impact? A follow-up study on early career teachers' induction. Teaching and Teacher Education 88, pages 102962.
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Virginie März & Geert Kelchtermans. (2020) The networking teacher in action: A qualitative analysis of early career teachers' induction process. Teaching and Teacher Education 87, pages 102933.
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Elizabeth S. Ndofirepi & Felix Maringe. 2020. Rurality, Social Justice and Education in Sub-Saharan Africa Volume II. Rurality, Social Justice and Education in Sub-Saharan Africa Volume II
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Alison Fox & Terese Bird. (2015) The challenge to professionals of using social media: teachers in England negotiating personal-professional identities. Education and Information Technologies 22:2, pages 647-675.
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Charlotte Struyve, Alan Daly, Machteld Vandecandelaere, Chloé Meredith, Karin Hannes & Bieke De Fraine. (2016) More than a mentor. Journal of Professional Capital and Community 1:3, pages 198-218.
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Christina J. Van Staden. (2016) A learning-oriented framework for e-portfolio development in distance education. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 35:1.
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Alison R.C. Fox & Elaine G. Wilson. (2015) Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education 47, pages 93-107.
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H. Smith Risser. (2013) Virtual induction: A novice teacher's use of Twitter to form an informal mentoring network. Teaching and Teacher Education 35, pages 25-33.
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Alison Fox, Elaine Wilson & Rosemary Deaney. (2010) Beginning Teachers’ Workplace Experiences: Perceptions of and Use of Support. Vocations and Learning 4:1, pages 1-24.
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Alison Fox, Rosemary Deaney & Elaine Wilson. (2010) Examining beginning teachers' perceptions of workplace support. Journal of Workplace Learning 22:4, pages 212-227.
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