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Rachel Shanks, Michelle Attard Tonna, Frede Krøjgaard, Karen Annette Paaske, Dean Robson & Eva Bjerkholt. (2022) A comparative study of mentoring for new teachers. Professional Development in Education 48:5, pages 751-765.
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Julia E. Morris & Wesley Imms. (2021) ‘A validation of my pedagogy’: how subject discipline practice supports early career teachers’ identities and perceptions of retention. Teacher Development 25:4, pages 465-477.
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Magdalena Mouralová, Michal Paulus & Arnošt Veselý. (2017) Teachers’ attitudes towards tracking: testing the socialization hypothesis. Teacher Development 21:2, pages 346-361.
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Moira Hulme & Ian Menter. (2014) New professionalism in austere times: the employment experiences of early career teachers in Scotland. Teachers and Teaching 20:6, pages 672-687.
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Ari Widodo & Riandi. (2013) Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia. Teacher Development 17:3, pages 380-392.
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Andrew J.Hobson & Patricia Ashby. (2012) Reality aftershock and how to avert it: second-year teachers’ experiences of support for their professional development. Cambridge Journal of Education 42:2, pages 177-196.
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Jim O’Brien. (2011) Continuing professional development for Scottish teachers: tensions in policy and practice. Professional Development in Education 37:5, pages 777-792.
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Articles from other publishers (11)
Danuta Piróg. (2022) Powstawanie niedoborów kadrowych w szkolnictwie. Przegląd stanu badań oraz rekomendacje dla lokalnej polityki w zakresie usług edukacyjnych. Rozwój Regionalny i Polityka Regionalna 15:61.
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Julie A. Luft, Shannon L. Navy, Sissy S. Wong & Kathleen M. Hill. (2022) The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers. Journal of Research in Science Teaching 59:9, pages 1692-1725.
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Jennifer L. Johnson. (2022) Teacher self-efficacy and teacher work engagement for expats at international K12 schools in China: A correlation analysis. International Journal of Educational Research Open 3, pages 100176.
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Paul F. Burke, Peter J. Aubusson, Sandra R. Schuck, John D. Buchanan & Anne E. Prescott. (2015) How do early career teachers value different types of support? A scale-adjusted latent class choice model. Teaching and Teacher Education 47, pages 241-253.
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Amy L. Sedivy-Benton & Katina M. Leland. 2015. Measuring and Analyzing Informal Learning in the Digital Age. Measuring and Analyzing Informal Learning in the Digital Age
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Anthony Thorpe & Duong Thi Hoai Tran. (2015) Understandings of the role of subject leaders in the professional development of beginning teachers within a school department: A Vietnamese perspective. International Journal of Educational Research 71, pages 108-117.
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Paul F. Burke, Sandy Schuck, Peter Aubusson, John Buchanan, Jordan J. Louviere & Anne Prescott. (2013) Why do early career teachers choose to remain in the profession? The use of best–worst scaling to quantify key factors. International Journal of Educational Research 62, pages 259-268.
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