Citations (16)
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Brenda Service, Gulay Erin Dalgic & Kate Thornton. (2018) Benefits of a shadowing/mentoring intervention for New Zealand school principals. Professional Development in Education 44:4, pages 507-520.
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Per Gerrevall. (2018) Making Sure It’s the Right One: Induction Programme as a Gatekeeper to the Teaching Profession. Scandinavian Journal of Educational Research 62:4, pages 631-648.
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Frances J. Langdon. (2017) Learning to mentor: unravelling routine practice to develop adaptive mentoring expertise. Teacher Development 21:4, pages 528-546.
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Rebecca Turner, Rong Huang, Oxana Poverjuc & Lynne Wyness. (2016) What role do teaching mentors play in supporting new university lecturers to develop their teaching practices?. Professional Development in Education 42:4, pages 647-665.
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Steve Confait. (2015) Beginning teachers’ challenges in their pursuit of effective teaching practices. Cogent Education 2:1.
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Mary Ioannidou-Koutselini & Frosoula Patsalidou. (2015) Engaging school teachers and school principals in an action research in-service development as a means of pedagogical self-awareness. Educational Action Research 23:2, pages 124-139.
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Sean Kearney. (2014) Understanding beginning teacher induction: A contextualized examination of best practice. Cogent Education 1:1.
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Ruth G. Kane & Andrew Francis. (2013) Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?. Teacher Development 17:3, pages 362-379.
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Lexie Grudnoff. (2012) All’s well? New Zealand beginning teachers’ experience of induction provision in their first six months in school. Professional Development in Education 38:3, pages 471-485.
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Articles from other publishers (7)
Bhavana Nair, Farah Otaki, Avantika Fiza Nair & Samuel B. Ho. (2023) Medical students’ perception of resilience and of an innovative curriculum-based resilience skills building course: A participant-focused qualitative analysis. PLOS ONE 18:3, pages e0280417.
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Todd D. Reeves, Valerie Hamilton & Yasemin Onder. (2022) Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction. Teaching and Teacher Education 109, pages 103546.
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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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Tengku Faekah Tengku Ariffin, Tony Bush & Hasniza Nordin. (2018) Framing the roles and responsibilities of Excellent Teachers: Evidence from Malaysia. Teaching and Teacher Education 73, pages 14-23.
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Helen Trevethan. (2018) Challenging the Discourse of Beginning Teaching: Only One Crying Phone Call. New Zealand Journal of Educational Studies 53:1, pages 49-63.
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Frances Langdon & Lorrae Ward. (2015) Educative mentoring: a way forward. International Journal of Mentoring and Coaching in Education 4:4, pages 240-254.
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Frances J. Langdon, Patricia A. Alexander, Alexis Ryde & Peter Baggetta. (2014) A national survey of induction and mentoring: How it is perceived within communities of practice. Teaching and Teacher Education 44, pages 92-105.
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