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Mentoring & Tutoring: Partnership in Learning Volume 20, 2012 - Issue 3
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Articles

Considering the Social Context of Schools: A Framework for Investigating New Teacher Induction

Ben Pogodzinski Wayne State UniversityCorrespondence[email protected]
Pages 325-342 | Published online: 24 Jul 2012

Citations (15)

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Read on this site (8)

Julian Burger, Philipp Schulz & Margarete Imhof. (2023) Patterns of formal and informal support within teacher induction – latent classes and their implications for novices’ competence and well-being. Mentoring & Tutoring: Partnership in Learning 31:5, pages 612-634.
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Lorele Mackie. (2020) Understandings of mentoring in school placement settings within the context of initial teacher education in Scotland: dimensions of collaboration and power. Journal of Education for Teaching 46:3, pages 263-280.
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Lynn M. Sikma. (2019) Moving beyond induction and mentoring: The influence of networks on novice teacher experiences. Mentoring & Tutoring: Partnership in Learning 27:3, pages 317-341.
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Lorele Mackie. (2018) Understandings of Mentoring within Initial Teacher Education School Placement Contexts: a Scottish perspective. Professional Development in Education 44:5, pages 622-637.
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Orna Schatz Oppenheimer & Nurit Dvir. (2018) Novice mathematics teachers create themselves. Teacher Development 22:2, pages 210-228.
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Misty Adoniou. (2016) Don’t let me forget the teacher I wanted to become. Teacher Development 20:3, pages 348-363.
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Laurie MacGillivray & Gretchen S. Goode. (2016) Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families. Mentoring & Tutoring: Partnership in Learning 24:3, pages 186-200.
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Misty Adoniou. (2015) ‘It’s very much taken as an insult if I say anything’: do new educators have a right to speak their mind?. Cambridge Journal of Education 45:4, pages 401-414.
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Articles from other publishers (7)

Leandro de Oliveira Rabelo, Cristiano Rodrigues de Mattos & Maria Lúcia Vital dos Santos Abib. (2022) Beginning a teaching career: Contradictions and alienations. Teaching and Teacher Education 119, pages 103872.
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Bonnie Billingsley, Elizabeth Bettini & Nathan D. Jones. (2019) Supporting Special Education Teacher Induction Through High-Leverage Practices. Remedial and Special Education 40:6, pages 365-379.
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Mary Knight-McKenna, Judy Esposito & Lindsay Michelle Clement. (2017) Mentoring for family-teacher relationships: a new teacher’s journey. International Journal of Mentoring and Coaching in Education 6:4, pages 332-349.
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Ben Pogodzinski & Nathan Jones. (2013) Examining Novice Teachers’ Socialization Into Unions. Education and Urban Society 47:6, pages 669-694.
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Laura M. Desimone, Eric D. Hochberg, Andrew C. Porter, Morgan S. Polikoff, Robert Schwartz & L. Joy Johnson. (2013) Formal and Informal Mentoring. Journal of Teacher Education 65:2, pages 88-110.
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Ben Pogodzinski, Peter Youngs & Kenneth A. Frank. (2013) Collegial Climate and Novice Teachers’ Intent to Remain Teaching. American Journal of Education 120:1, pages 27-54.
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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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