Advanced search
Publication Cover
Professional Development in Education Volume 46, 2020 - Issue 5
Submit an article Journal homepage
1,242
Views
14
CrossRef citations to date
0
Altmetric
Research Article

Induction program structures as mediating factors for coach influence on novice teacher development

Douglas E. Mitchella Graduate School of Education, University of California, Riverside, CA, USAView further author information
,
Andrew Kwokb Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0401-0420View further author information
ORCID Icon &
Debbee Hustona Graduate School of Education, University of California, Riverside, CA, USAView further author information
Pages 812-832 | Received 01 Nov 2018, Accepted 28 Jun 2019, Published online: 18 Jul 2019

Citations (14)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (6)

Andrew Kwok, Megan S. Patterson, Mario I. Suárez, Debbee Huston & Douglas Mitchell. (2023) Rate your coach: exploring ratings of coaching skills throughout teacher induction. Teachers and Teaching 0:0, pages 1-22.
Read now
Andrew Kwok & Caitlin Cain. (2023) Alternatively certified teachers’ perceptions of new teacher induction. Professional Development in Education 49:5, pages 784-796.
Read now
Gerda Hagenauer, Jennifer Waber & Lea de Zordo. (2023) ‘She never actually let you walk into a trap’: exploring relational turning point events in the mentor–mentee relationship in the practicum. Professional Development in Education 49:3, pages 402-415.
Read now
Douglas Mitchell, Jeffrey Keese, Manjari Banerjee, Debbee Huston & Andrew Kwok. (2021) Induction experiences of novice teachers and their coaches. Teacher Development 25:4, pages 411-431.
Read now
Andrew Kwok, Ambyr Ruth Rios, Jeffrey Keese, Mario Suárez, Cristina Worley, Megan Patterson, Douglas Mitchell & Debbee Huston. (2021) Match games: exploring the match between novice teachers and induction coaches. Teachers and Teaching 27:1-4, pages 246-268.
Read now
Andrew Kwok, Douglas Mitchell & Debbee Huston. (2021) The impact of program design and coaching support on novice teachers’ induction experience. Mentoring & Tutoring: Partnership in Learning 29:2, pages 167-194.
Read now

Articles from other publishers (8)

Andrew Kwok, Megan Svajda-Hardy, Valerie Hill-Jackson & Shaun Hutchins. (2023) Exploring a Teacher Residency as a Recruitment and Retention Strategy for High-Need Districts. Journal of Education.
Crossref
Megan Svajda-Hardy & Andrew Kwok. (2023) First-Year Teacher Needs in the Urban Classroom: Creating a Sustainable Framework for Classroom Management Coaching. The Urban Review.
Crossref
Robert John Ceglie, Amy W. Thornburg, Dixie F. Abernathy & Cassandra Sligh Conway. 2023. Improving Higher Education Models Through International Comparative Analysis. Improving Higher Education Models Through International Comparative Analysis 109 132 .
Rian Aarts, Quinta Kools, Barbara Roosken, Rita Schildwacht, Marina Bouckaert & Emilie Diephuis. (2023) Induction for early career teachers in secondary schools: Initiation, implementation and institutionalization. International Journal of Educational Research Open 4, pages 100258.
Crossref
Trevor Thomas Stewart & Timothy A. Jansky. (2022) Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development 1, pages 100002.
Crossref
Jill F. Grifenhagen & Jill S. Jones. (2022) University-based literacy coaches as outsiders to the rural school context. Teaching and Teacher Education 114, pages 103694.
Crossref
Andrew Kwok, Jeffrey Keese, Mario I. Suárez, Douglas Mitchell & Debbee Huston. (2021) Novice teacher vertical professional development? Exploring teachers’ and coaches’ beliefs throughout a two-year induction program. Learning Environments Research 25:1, pages 255-270.
Crossref
William Kerns & Betty Porter Walls. (2022) Classroom Management in Urban Schools. International Journal of Teacher Education and Professional Development 5:1, pages 1-17.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.