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Asia-Pacific Journal of Teacher Education Volume 37, 2009 - Issue 2
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Articles

Induction of newly qualified teachers in New Zealand

Eileen Piggot-Irvine Department of Education, Unitec Institute of Technology, Auckland, New ZealandCorrespondence[email protected]
,
Helen Aitken Department of Education, Unitec Institute of Technology, Auckland, New Zealand
,
Jenny Ritchie Department of Education, Unitec Institute of Technology, Auckland, New Zealand
,
P. Bruce Ferguson Department of Education, Unitec Institute of Technology, Auckland, New Zealand
&
Fiona McGrath Department of Education, Unitec Institute of Technology, Auckland, New Zealand
Pages 175-198 | Received 02 Feb 2009, Published online: 22 Apr 2009

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Read on this site (6)

Shajimon Peter, Allen Bartley & Liz Beddoe. (2019) Transnational social workers’ transition into receiving countries: what lessons can be learned from nursing and teaching?. European Journal of Social Work 22:1, pages 16-29.
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Per Gerrevall. (2018) Making Sure It’s the Right One: Induction Programme as a Gatekeeper to the Teaching Profession. Scandinavian Journal of Educational Research 62:4, pages 631-648.
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Chrysanthi Kadji-Beltran, Aravella Zachariou, Georgia Liarakou & Evgenia Flogaitis. (2014) Mentoring as a strategy for empowering Education for Sustainable Development in schools. Professional Development in Education 40:5, pages 717-739.
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Peter Hudson. (2013) Strategies for mentoring pedagogical knowledge. Teachers and Teaching 19:4, pages 363-381.
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Julie S. Long, Sue McKenzie-Robblee, Lee Schaefer, Pam Steeves, Sheri Wnuk, Eliza Pinnegar & D. 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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Göran Fransson. (2010) Mentors assessing mentees? An overview and analyses of the mentorship role concerning newly qualified teachers. European Journal of Teacher Education 33:4, pages 375-390.
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Articles from other publishers (10)

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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Helen Hendry. (2019) Becoming a teacher of early reading: charting the knowledge and practices of pre‐service and newly qualified teachers. Literacy 54:1, pages 58-69.
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Helen Trevethan. (2018) Challenging the Discourse of Beginning Teaching: Only One Crying Phone Call. New Zealand Journal of Educational Studies 53:1, pages 49-63.
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T.Y. Andrushchenko, E.V. Arzhanykh, V.L. Vinogradov, S.A. Minyurova, I.N. Fedekin & A.A. Fedorov. (2017) Issues of Professional Adaptation in Young Teachers. Psychological-Educational Studies Психолого-педагогические исследования 9:2, pages 1-16.
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Sandy Farquhar & Marek Tesar. (2016) Focus groups as temporal ecosystems for newly qualified early childhood teachers. Contemporary Issues in Early Childhood 17:3, pages 261-274.
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Jenny Ritchie & Mere SkerrettMere Skerrett & Jenny Ritchie. 2014. Early Childhood Education in Aotearoa New Zealand. Early Childhood Education in Aotearoa New Zealand 130 138 .
Jenny Ritchie & Mere SkerrettJenny Ritchie. 2014. Early Childhood Education in Aotearoa New Zealand. Early Childhood Education in Aotearoa New Zealand 92 112 .
Erin Christensen. (2013) Micropolitical staffroom stories: Beginning health and physical education teachers' experiences of the staffroom. Teaching and Teacher Education 30, pages 74-83.
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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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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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