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Yuanfang Guo & Xiaowei Li. (2023) Work-family conflict, organisational commitment and turnover intention in Chinese preschool teachers: a comparison of mediation models. Journal of Education for Teaching 49:4, pages 695-710.
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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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Yngve Antonsen, Rachel Jakhelln, Jessica Aspfors & Kristin Emilie W. Bjørndal. (2023) Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices. European Journal of Teacher Education 0:0, pages 1-19.
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Marianne Sandvik Tveitnes & Mette Hvalby. (2023) Mentoring Novice Teachers in a Norwegian Context of Inclusive Education. Teachers and Teaching 0:0, pages 1-14.
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Farshad Ghasemi. (2023) A randomized controlled trial of an adapted group cognitive-behavioral therapy for burned-out teachers. Psychotherapy Research 33:4, pages 494-507.
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Gloria Gratacós, Juanjo Mena & Monika Ciesielkiewicz. (2023) The complexity thinking approach: beginning teacher resilience and perceived self-efficacy as determining variables in the induction phase. European Journal of Teacher Education 46:2, pages 331-348.
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Ngô Vũ Thu Hằng, Nguyễn Thị Hằng & Nguyễn Thị Liên. (2022) Classroom management competence of novice teachers in Vietnam. Cogent Education 9:1.
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Farshad Ghasemi. (2022) (Dys)functional Cognitive-Behavioral Coping Strategies of Teachers to Cope with Stress, Anxiety, and Depression. Deviant Behavior 43:12, pages 1558-1571.
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Mohamed M. Ghoneim Sywelem. (2022) Challenges and facilitators of new teachers’ professional socialization in international schools in Saudi Arabia. Leadership and Policy in Schools 21:3, pages 603-617.
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Moira Hulme & Jeffrey Wood. (2022) The importance of starting well: the influence of early career support on job satisfaction and career intentions in teaching. Journal of Further and Higher Education 46:4, pages 504-521.
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Kathryn Spicksley. (2022) Early career primary teachers’ discursive negotiations of academisation. British Journal of Sociology of Education 43:2, pages 216-236.
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Joakim Caspersen & Jens-Christian Smeby. (2021) Placement training and learning outcomes in social work education. Studies in Higher Education 46:12, pages 2650-2663.
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Harald Eriksen, Eli Lejonberg, Megan Tschannen-Moran, Knut-Andreas Christophersen & Eyvind Elstad. (2021) Learners Providing Feedback on Teaching: Pre-service Teachers’ Perceptions of a Teacher Assessment Arrangement. Scandinavian Journal of Educational Research 65:6, pages 1097-1113.
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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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Karen Ashton. (2021) Novice teacher agency in the multi-level language classroom. Language, Culture and Curriculum 34:3, pages 242-256.
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Lee-Ann Ewing. (2021) Mentoring novice teachers. Mentoring & Tutoring: Partnership in Learning 29:1, pages 50-69.
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Henrik Lindqvist, Maria Weurlander, Annika Wernerson & Robert Thornberg. (2020) Conflicts viewed through the micro-political lens: beginning teachers’ coping strategies for emotionally challenging situations. Research Papers in Education 35:6, pages 746-765.
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Smadar Bar-Tal, Nurit Chamo, Drorit Ram, Zohar Snapir & Itzhak Gilat. (2020) First steps in a second career: characteristics of the transition to the teaching profession among novice teachers. European Journal of Teacher Education 43:5, pages 660-675.
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Xiangyun Du, Youmen Chaaban, Saed Sabah, Alanood Mubarak Al-Thani & Li Wang. (2020) Active learning engagement in teacher preparation programmes - A comparative study from Qatar, Lebanon and China. Asia Pacific Journal of Education 40:3, pages 283-298.
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Pirkko Siklander & Niina Impiö. (2019) Common features of expertise in working life: implications for higher education. Journal of Further and Higher Education 43:9, pages 1239-1254.
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Henrik Lindqvist, Maria Weurlander, Annika Wernerson & Robert Thornberg. (2019) Boundaries as a coping strategy: emotional labour and relationship maintenance in distressing teacher education situations. European Journal of Teacher Education 42:5, pages 634-649.
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Eli Lejonberg, Eyvind Elstad, Lise Vikan Sandvik, Trond Solhaug & Knut-Andreas Christophersen. (2018) Developmental relationships in schools: pre-service teachers’ perceptions of mentors’ effort, self-development orientation, and use of theory. Mentoring & Tutoring: Partnership in Learning 26:5, pages 524-541.
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Tanya Ovenden-Hope, Sonia Blandford, Tim Cain & Bronwen Maxwell. (2018) RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession. Journal of Education for Teaching 44:5, pages 590-607.
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Erkki T. Lassila, Minna Uitto & Eila Estola. (2018) You’re damned if you do and damned if you don’t: the tension-filled relationships between Japanese beginning and senior teachers. Pedagogy, Culture & Society 26:3, pages 417-433.
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Paul Spencer, Susan Harrop, Judith Thomas & Tim Cain. (2018) The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England. Professional Development in Education 44:1, pages 33-46.
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Ida Katrine Riksaasen Hatlevik. (2017) The impact of prospective teachers’ perceived competence on subsequent perceptions as schoolteachers. Teachers and Teaching 23:7, pages 810-828.
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Jill Willis, Leanne Crosswell, Chad Morrison, Andrew Gibson & Mary Ryan. (2017) Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers. Teachers and Teaching 23:7, pages 794-809.
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Raili Allas, Äli Leijen & Auli Toom. (2017) Supporting the Construction of Teacher’s Practical Knowledge Through Different Interactive Formats of Oral Reflection and Written Reflection. Scandinavian Journal of Educational Research 61:5, pages 600-615.
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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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Fengning Du & Qi Wang. (2017) New teachers’ perspectives of informal mentoring: quality of mentoring and contributors. Mentoring & Tutoring: Partnership in Learning 25:3, pages 309-328.
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Ecenaz Alemdag & Mukaddes Erdem. (2017) Designing an e-mentoring program for novice teachers in Turkey and investigating online interactions and program outcomes. Mentoring & Tutoring: Partnership in Learning 25:2, pages 123-150.
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Orly Haim & Lisa Amdur. (2016) Teacher perspectives on their alternative fast-track induction. Teaching Education 27:4, pages 343-370.
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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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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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Hale Erden. (2016) Pre-service Teachers’ Perceptions on being a Teacher through a Metaphoric Perspective. The Anthropologist 24:1, pages 134-147.
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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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Ingvild Sagberg. (2014) Frustrated with the system: The professional entry of psychologists. Nordic Psychology 66:3, pages 187-201.
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