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Volume 19, 2013 - Issue 3
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Articles

Caring about caring: newly qualified teachers’ experiences of their relationships within the school community

Jessica Aspfors Faculty of Education, Abo Akademi University, Vasa, FinlandCorrespondence[email protected]
&
Terese Bondas Faculty of Professional Studies, University of Nordland, Bodø, Norway
Pages 243-259 | Received 11 May 2011, Accepted 31 May 2012, Published online: 10 Jan 2013

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Hilde Madsø Jacobsen & Ann Elisabeth Gunnulfsen. (2023) Dealing with policy expectations of mentoring newly qualified teachers – a Norwegian example. Scandinavian Journal of Educational Research 0:0, pages 1-15.
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Emmanuel O’Grady & Geraldine Mooney-Simmie. (2023) Respect as a critical reflexive practice during induction: exploring mentor teachers’ conceptions of respect. Teachers and Teaching 0:0, pages 1-18.
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Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson & Robert Thornberg. (2023) Lack of progression is the dividing line: mentoring teachers’ perspectives on student teachers’ emotional challenges during work placement education. Teacher Development 0:0, pages 1-18.
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Henrik Lindqvist, Maria Weurlander, Annika Wernerson & Robert Thornberg. (2023) The emotional journey of the beginning teacher: Phases and coping strategies. Research Papers in Education 38:4, pages 615-635.
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Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson & Robert Thornberg. (2023) Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges. Educational Research 65:3, pages 392-407.
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Liyuan E, Auli Toom, Jenni Sullanmaa, Janne Pietarinen, Tiina Soini & Kirsi Pyhältö. (2022) How does teachers’ professional agency in the classroom change in the professional transition from early career teachers to more experienced ones?. Learning: Research and Practice 8:2, pages 169-190.
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Henrik Lindqvist, Robert Thornberg, Maria Weurlander & Annika Wernerson. (2021) Change advocacy as coping strategy: how beginning teachers cope with emotionally challenging situations. Teachers and Teaching 27:6, pages 474-487.
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Minna Uitto, Katri Jokikokko, Erkki T. Lassila, Geert Kelchtermans & Eila Estola. (2021) Parent–teacher relationships in school micropolitics: beginning teachers’ stories. Teachers and Teaching 27:6, pages 461-473.
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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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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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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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Adam Burrows & Nick O’Leary. (2019) Factors influencing a secondary school physical education teacher’s role as a pastoral head of year. Pastoral Care in Education 37:4, pages 316-330.
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Vilhelmiina Harju & Hannele Niemi. (2018) Teachers’ changing work and support needs from the perspectives of school leaders and newly qualified teachers in the Finnish context. European Journal of Teacher Education 41:5, pages 670-687.
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Joan Woodhouse & David Pedder. (2017) Early career teachers’ perceptions and experiences of leadership development: balancing structure and agency in contrasting school contexts. Research Papers in Education 32:5, pages 553-577.
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Leanne Crosswell & Denise Beutel. (2017) 21st century teachers: how non-traditional pre-service teachers navigate their initial experiences of contemporary classrooms. Asia-Pacific Journal of Teacher Education 45:4, pages 416-431.
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Erkki T. Lassila, Katri Jokikokko, Minna Uitto & Eila Estola. (2017) The challenges to discussing emotionally loaded stories in Finnish teacher education. European Journal of Teacher Education 40:3, pages 379-393.
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Leonie Rowan & Geraldine Townend. (2016) Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students. Cogent Education 3:1.
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Stella Laletas & Andrea Reupert. (2016) Exploring pre-service secondary teachers’ understanding of care. Teachers and Teaching 22:4, pages 485-503.
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Erkki Lassila & Minna Uitto. (2016) The tensions between the ideal and experienced: teacher–student relationships in stories told by beginning Japanese teachers. Pedagogy, Culture & Society 24:2, pages 205-219.
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Anneli Eteläpelto, Katja Vähäsantanen & Päivi Hökkä. (2015) How do novice teachers in Finland perceive their professional agency?. Teachers and Teaching 21:6, pages 660-680.
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Caroline Mansfield, Susan Beltman & Anne Price. (2014) ‘I’m coming back again!’ The resilience process of early career teachers. Teachers and Teaching 20:5, pages 547-567.
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Articles from other publishers (20)

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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Marika Kirvalidze & Sofiko Lobzhanidze. (2023) PROFESSIONAL DEVELOPMENT AND PERFORMANCE ASSESSMENT SYSTEM FOCUSED ON STRENGTHENING TEACHERS’ COLLABORATION: THE CASE OF GEORGIA. Problems of Education in the 21st Century 81:1, pages 66-89.
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Effrat Akiri & Yehudit Judy Dori. (2021) Professional Growth of Novice and Experienced STEM Teachers. Journal of Science Education and Technology 31:1, pages 129-142.
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Stella Laletas, Andrea Reupert & Melinda Goodyear. (2020) Exploring the Experiences of Preschool Teachers Working with Children Living with Parental Mental Illness. Early Childhood Education Journal 50:1, pages 33-47.
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Stella Laletas & Michelle Khasin. (2021) Children of high conflict divorce: Exploring the experiences of primary school teachers. Children and Youth Services Review 127, pages 106072.
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Harmen Schaap, Anna C. van der Want, Helma W. Oolbekkink-Marchand & Paulien C. Meijer. (2021) Changes over time in the professional identity tensions of Dutch early-career teachers. Teaching and Teacher Education 100, pages 103283.
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Peter Ferguson, Megan McKenzie, Daniela Mercieca, Duncan P. Mercieca & Lesley Sutherland. (2021) Primary Head Teachers’ Construction and Re-negotiation of Care in COVID-19 Lockdown in Scotland. Frontiers in Education 6.
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Päivi Tynjälä, Matti Pennanen, Ilona Markkanen & Hannu L. T. Heikkinen. (2019) Finnish model of peer‐group mentoring: review of research. Annals of the New York Academy of Sciences 1483:1, pages 208-223.
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Thelma M. Gunn & Philip A. McRae. (2021) Better understanding the professional and personal factors that influence beginning teacher retention in one Canadian province. International Journal of Educational Research Open 2, pages 100073.
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Michelle Attard Tonna. 2021. Teacher Induction and Mentoring. Teacher Induction and Mentoring 173 195 .
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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Anette Olin, Susanne Francisco, Petri Salo, Michaela Pörn & Gunilla Karlberg-Granlund. 2020. Pedagogy, Education, and Praxis in Critical Times. Pedagogy, Education, and Praxis in Critical Times 141 162 .
Juan-Juan Yue & Gang Chen. (2019) An exploration of the structure of pharmaceutical mentors’ competence at universities in Western China. Studies in Educational Evaluation 63, pages 1-8.
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Anneli Frelin & Göran Fransson. (2019) Principals’ experiences of changes in relationships with newly qualified teachers resulting from a teacher registration reform. International Journal of Educational Management 33:4, pages 556-568.
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Geert Kelchtermans. 2019. Attracting and Keeping the Best Teachers. Attracting and Keeping the Best Teachers 83 98 .
Semiyu Aderibigbe, Donald S. Gray & Laura Colucci-Gray. (2018) Understanding the nature of mentoring experiences between teachers and student teachers. International Journal of Mentoring and Coaching in Education 7:1, pages 54-71.
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Erkki T. Lassila, Virpi Timonen, Minna Uitto & Eila Estola. (2017) Storied emotional distances in the relationships between beginning teachers and school principals. British Educational Research Journal 43:3, pages 486-504.
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Göran Fransson. 2017. Teacher Education for Ethical Professional Practice in the 21st Century. Teacher Education for Ethical Professional Practice in the 21st Century 72 97 .
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.
Crossref
Semiyu Adejare Aderibigbe. 2014. International Teacher Education: Promising Pedagogies (Part A). International Teacher Education: Promising Pedagogies (Part A) 383 401 .

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