Citations (23)
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Wilfried Admiraal, Wouter Schenke, Loes De Jong, Yolande Emmelot & Henk Sligte. (2021) Schools as professional learning communities: what can schools do to support professional development of their teachers?. Professional Development in Education 47:4, pages 684-698.
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Mark Brundrett & Phornchulee Lungka. (2019) The development of teachers’ knowledge and behaviour in promoting self-discipline: a study of early years teachers in Thailand. Education 3-13 47:4, pages 462-474.
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Stephen Gorard. (2017) How prepared do newly-qualified teachers feel? Differences between routes and settings. Journal of Education for Teaching 43:1, pages 3-19.
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Wilfried Admiraal, Joke Kruiter, Ditte Lockhorst, Wouter Schenke, Henk Sligte, Ben Smit, Dineke Tigelaar & Walter de Wit. (2016) Affordances of teacher professional learning in secondary schools. Studies in Continuing Education 38:3, pages 281-298.
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Kevin Burden, Sarah Younie & Marilyn Leask. (2013) Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative. Journal of Education for Teaching 39:4, pages 459-463.
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Aileen Kennedy & Jane McKay. (2011) Beyond induction: the continuing professional development needs of early‐career teachers in Scotland. Professional Development in Education 37:4, pages 551-569.
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F. Langdon. (2011) Shifting perception and practice: New Zealand beginning teacher induction and mentoring as a pathway to expertise. Professional Development in Education 37:2, pages 241-258.
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Fiona Patrick, Dely Elliot, Moira Hulme & Alastair McPhee. (2010) The importance of collegiality and reciprocal learning in the professional development of beginning teachers. Journal of Education for Teaching 36:3, pages 277-289.
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Mona Nabhani & Rima Bahous. (2010) Lebanese teachers’ views on ‘continuing professional development’. Teacher Development 14:2, pages 207-224.
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Joanna McIntyre, AndrewJ. Hobson & Nick Mitchell. (2009) Continuity, support, togetherness and trust: findings from an evaluation of a university‐administered early professional development programme for teachers in England. Professional Development in Education 35:3, pages 357-379.
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Tünde Varga‐Atkins, Anne Qualter & Mark O’Brien. (2009) School professionals’ attitudes to professional development in a networked context: developing the model of ‘believers, seekers and sceptics’. Professional Development in Education 35:3, pages 321-340.
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Eileen Piggot-Irvine, Helen Aitken, Jenny Ritchie, P. Bruce Ferguson & Fiona McGrath. (2009) Induction of newly qualified teachers in New Zealand. Asia-Pacific Journal of Teacher Education 37:2, pages 175-198.
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Bernadette Hall & Wasyl Cajkler. (2008) Preparing newly qualified teachers in England to teach pupils who have English as an additional language. Journal of In-Service Education 34:3, pages 343-360.
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Rowena Passy & Sue Waite. (2008)
Excellence and Enjoyment continuing professional development materials in England: both a bonus and onus for schools. Journal of In-Service Education 34:3, pages 311-325.
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Articles from other publishers (8)
Yasemin Kırkgöz, John O'Dwyer, Tom Godfrey & Eda Üstünel. (2023) Reimagining trainee teacher practicum experiences in Turkish K-12 schools. Teaching and Teacher Education 132, pages 104204.
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Jiaqi Dai. (2023) New Teachers are Leaving the Profession: How can School Leadership Make a Difference?. SHS Web of Conferences 157, pages 01002.
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Mary Moloney, Jennifer Pope & Ann DonnellanMary Moloney, Jennifer Pope & Ann Donnellan. 2023. Professional Mentoring for Early Childhood and Primary School Practice. Professional Mentoring for Early Childhood and Primary School Practice
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Roula Hadchiti, Eric Frenette, Marc Dussault, Andrée-Ann Deschênes & Emmanuel Poirel. (2021) Processus d’élaboration et de validation d’un questionnaire portant sur le développement des compétences émotionnelles lors du mentorat. European Review of Applied Psychology 71:4, pages 100651.
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Lisa Gaikhorst, Virginie März, Rosa du Pré & Femke Geijsel. (2019) Workplace conditions for successful teacher professional development: School principals’ beliefs and practices. European Journal of Education 54:4, pages 605-620.
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Anna Elizabeth Du PlessisAnna Elizabeth Du Plessis. 2019. Professional Support Beyond Initial Teacher Education. Professional Support Beyond Initial Teacher Education
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Andrew J. Hobson & Angi Malderez. (2013) Judgementoring and other threats to realizing the potential of school‐based mentoring in teacher education. International Journal of Mentoring and Coaching in Education 2:2, pages 89-108.
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Sandy Schuck, Peter Aubusson, John Buchanan & Tom RussellSandy Schuck, Peter Aubusson, John Buchanan & Tom Russell. 2012. Beginning Teaching. Beginning Teaching
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