Citations (17)
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Emmajane Milton, Caroline Daly, Frances Langdon, Melanie Palmer, Ken Jones & Andrew James Davies. (2022) Can schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales. Professional Development in Education 48:5, pages 878-891.
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Stacey Pylman & Julie Bell. (2021) Levels of mentor questioning in assisted performance: what mentors should ask student teachers while co-planning. Mentoring & Tutoring: Partnership in Learning 29:5, pages 522-544.
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Joanne Kua, Wee-Shiong Lim, Winnie Teo & Roger A. Edwards. (2021) A scoping review of adaptive expertise in education. Medical Teacher 43:3, pages 347-355.
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Caroline Daly, Emmajane Milton & Frances Langdon. (2020) How do ecological perspectives help understand schools as sites for teacher learning?. Professional Development in Education 46:4, pages 652-663.
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Age Salo, Krista Uibu, Aino Ugaste & Helena Rasku-Puttonen. (2019) The challenge for school-based teacher educators: establishing teaching and supervision goals. Teacher Development 23:5, pages 609-626.
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Jungwan Yoon & Jamie Kim. (2019) A sociocultural theoretical approach to understanding mentor–mentee interactions during a Teaching English as a Second Language practicum at the master’s degree level. Mentoring & Tutoring: Partnership in Learning 27:1, pages 88-108.
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Articles from other publishers (11)
Bongi Bangeni, Carla Fourie & June Pym. 2023. Mentoring Within and Beyond Academia. Mentoring Within and Beyond Academia
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Tove Seiness Hunskaar & Greta Björk Gudmundsdottir. (2023) Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise. International Journal of Mentoring and Coaching in Education.
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Caroline Daly, Polly Glegg, Beth Stiasny, Mark Hardman, Becky Taylor, Claire Pillinger & Haira Gandolfi. (2023) Mentors as instructional coaches for new teachers: lessons learnt from the early career framework in England. International Journal of Mentoring and Coaching in Education.
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ANGÉLICA RAMOS DA LUZ & AMADEU MOURA BEGO. (2022) CAMINHOS PARA A REESTRUTURAÇÃO DA SUPERVISÃO DE ESTÁGIOS CURRICULARES: PROPOSIÇÃO DE UM MODELO TEÓRICO-PRÁTICO PARA FUNDAMENTAR A ATUAÇÃO DE PROFESSORES SUPERVISORES DE CIÊNCIAS. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 24.
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Emily Michailidi & Dimitris Stavrou. (2021) Mentoring in-service teachers on implementing innovative teaching modules. Teaching and Teacher Education 105, pages 103414.
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Ngaire Hoben. (2021) Challenges for Mentors in Working with Secondary School Pre-service Teachers. New Zealand Journal of Educational Studies 56:1, pages 41-63.
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Kay Guccione & Steve Hutchinson. 2021. Coaching and Mentoring for Academic Development. Coaching and Mentoring for Academic Development
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Julie Bell, Chris Wilcoxen & Amanda Steiner. 2021. Empowering Formal and Informal Leadership While Maintaining Teacher Identity. Empowering Formal and Informal Leadership While Maintaining Teacher Identity
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Glenn Fyall, Jackie Cowan & Grant Buchanan. (2020) A Profession Within a Profession: Mentoring Ecology of Three New Zealand Primary Schools. New Zealand Journal of Educational Studies 55:1, pages 5-27.
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Aya Ben-Harush & Lily Orland-Barak. (2019) Triadic mentoring in early childhood teacher education: the role of relational agency. International Journal of Mentoring and Coaching in Education 8:3, pages 182-196.
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Elena Vasilieva, Aleksey Dorofeev, Anna Badina, Anastasia Konkova, Margarita Zobnina & Alexander Eremin. (2021) A Design Thinking Approach to the Development of Agile Skills of Digital Economy Professionals. SSRN Electronic Journal.
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