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Journal of In-Service Education Volume 32, 2006 - Issue 4
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Original Articles

Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year

Kate Findlay University of Reading, UKCorrespondence[email protected]
Pages 511-532 | Published online: 17 Feb 2007

Citations (17)

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Read on this site (6)

Bradley Bowen & Stacy Duffield. (2020) The impact of AVID tutoring on developing a teacher identity Bradley Bowen, Stacy Duffield. Mentoring & Tutoring: Partnership in Learning 28:3, pages 365-385.
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Maggie Pitfield. (2013) The impact of curriculum hierarchies on the development of professional self in teaching: student-teachers of drama negotiating issues of subject status at the interface between drama and English. Pedagogy, Culture & Society 21:3, pages 403-426.
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Maggie Pitfield. (2012) Transforming subject knowledge: drama student-teachers and the pursuit of pedagogical content knowledge. Research in Drama Education: The Journal of Applied Theatre and Performance 17:3, pages 425-442.
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Ashley Fenwick. (2011) The first three years: experiences of early career teachers. Teachers and Teaching 17:3, pages 325-343.
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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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Hoi Yan Cheung. (2008) Measuring the professional identity of Hong Kong in‐service teachers. Journal of In-Service Education 34:3, pages 375-390.
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Articles from other publishers (11)

Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Dina Tsybulsky & Yulia Muchnik-Rozanov. (2023) The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity. Teaching and Teacher Education 124, pages 104020.
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Catherine Flores. (2019) Beginning teacher induction in Chile: Change over time. International Journal of Educational Research 97, pages 1-12.
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James Underwood & Marta Kowalczuk-Walędziak. (2018) Conceptualising professional communities among teachers. Polish Journal of Educational Studies 71:1, pages 123-142.
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Alison IredaleAlison Iredale. 2018. Teacher Education in Lifelong Learning. Teacher Education in Lifelong Learning 139 181 .
Alison IredaleAlison Iredale. 2018. Teacher Education in Lifelong Learning. Teacher Education in Lifelong Learning 35 96 .
Xin-qiang Wang, Jun-cheng Zhu, Lu Liu & Xiang-yu Chen. (2017) Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity. Frontiers in Psychology 8.
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Fatih Güngör. (2017) The Tensions Between EFL Teacher Identities and INSET in the Turkish Context. PROFILE Issues in Teachers' Professional Development 19:1, pages 13.
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Denise MacGregor. 2017. Contemporary Research in Technology Education. Contemporary Research in Technology Education 143 159 .
Mahsa Izadinia. (2016) Preservice teachers’ professional identity development and the role of mentor teachers. International Journal of Mentoring and Coaching in Education 5:2, pages 127-143.
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Mahsa Izadinia. (2013) A review of research on student teachers' professional identity. British Educational Research Journal 39:4, pages 694-713.
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