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Teachers and Teaching
theory and practice
Volume 24, 2018 - Issue 7
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Research Article

Experienced teachers dealing with issues in education: a career perspective

Anna C. van der Wanta ICLON, Leiden University Graduate School of Teaching, Leiden, NetherlandsCorrespondence[email protected]
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,
G.L.M. Schellingsb Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, NetherlandsView further author information
&
J. Mommersb Eindhoven School of Education, Eindhoven University of Technology, Eindhoven, Netherlands;c d’Oultremont College, Drunen, NetherlandsView further author information
Pages 802-824 | Received 28 Jun 2016, Accepted 18 May 2018, Published online: 02 Jun 2018

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Kenan Dikilitaş & Simon Mumford. (2023) Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation. Reflective Practice 24:3, pages 265-278.
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Sunanta Klibthong & Joseph S. Agbenyega. (2022) Assessing issues of inclusive education from the perspectives of Thai early childhood teachers. International Journal of Early Years Education 30:2, pages 403-418.
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Insuk Han. (2021) Comprehension of experienced English language teachers’ professional identity and related metacognitive thinking procedures. Teachers and Teaching 27:1-4, pages 223-245.
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Articles from other publishers (13)

Tongtong Zhao, Xudong Zhu, Xiaodong Zeng & Yun Yu. (2023) Better to lose than to gamble? The typology of career differentiation and agency of experienced teachers in rural areas in China. Teaching and Teacher Education 124, pages 104029.
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Gonny Schellings & Douwe Beijaard. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 161 169 .
Douwe Beijaard, Maaike Koopman & Gonny Schellings. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research 763 785 .
Ольга Викторовна Тумашева & Мария Борисовна Шашкина. (2022) METHODICAL DIFFICULTIES OF MATHEMATICS TEACHERS IN MODERN SCHOOL. Pedagogical Review:6(46), pages 28-38.
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Aikaterini Gkolia, Nikolaos Tsigilis, Maria Evangelou & Athanasios Koustelios. (2021) Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports 125:4, pages 2292-2311.
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Belinda G. Gimbert & Ryan R. Kapa. (2022) Mid-Career Teacher Retention: Who Intends to Stay, Where, and Why?. Journal of Education Human Resources 40:2, pages 228-265.
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Douwe Beijaard, Maaike Koopman & Gonny Schellings. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research 1 23 .
Dickson Adom, Ekta Sharma, Sandeep Sharma & Isaac Kwabena Agyei. (2021) Teaching Strategies, School Environment, and Culture: Drivers of Creative Pedagogy in Ghanaian Schools. Studies in Learning and Teaching 2:2, pages 12-25.
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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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Danielle Lillge. (2020) Facilitation Literacy: Circulating Power in Professional Learning Conversations With Teacher Colleagues. Journal of Adolescent & Adult Literacy 64:4, pages 399-407.
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Jun Jin, Sarah Mercer, Sonja Babic & Astrid Mairitsch. 2021. Positive Psychology in Second and Foreign Language Education. Positive Psychology in Second and Foreign Language Education 19 38 .
Ilaria Buonomo, Caterina Fiorilli & Paula Benevene. (2019) The Impact of Emotions and Hedonic Balance on Teachers’ Self-Efficacy: Testing the Bouncing Back Effect of Positive Emotions. Frontiers in Psychology 10.
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Merel M. van der Wal, Helma W. Oolbekkink-Marchand, Harmen Schaap & Paulien C. Meijer. (2019) Impact of early career teachers' professional identity tensions. Teaching and Teacher Education 80, pages 59-70.
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