The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers

References

• Chan, S., S. Maneewan, and R. Koul. 2021. “Cooperative Learning in Teacher Education: Its Effects on EFL Pre-Service Teachers’ Content Knowledge and Teaching Self-Efficacy.” Journal of Education for Teaching 47 (5): 654–667.
   Web of Science ®Google Scholar
• Fokkens-Bruinsma, M., and E. T. Canrinus. 2012. “Adaptive and Maladaptive Motives for Becoming a Teacher.” Journal of Education for Teaching 38 (1): 3–19. doi:10.1080/02607476.2012.643652.
   Web of Science ®Google Scholar
• Fresko, B., D. Kfir, and F. Nasser. 1997. “Predicting Teacher Commitment.” Teaching and Teacher Education 13 (4): 429–438. doi:10.1016/S0742-051X(96)00037-6.
   Web of Science ®Google Scholar
• Fuller, F. F. 1969. “Concerns of Teachers: A Developmental Conceptualization.” American Educational Research Journal 6 (2): 207–226. doi:10.3102/00028312006002207.
   Web of Science ®Google Scholar
• Gaikhorst, L., J. J. Beishuizen, B. J. Zijlstra, and M. L. Volman. 2015. “Contribution of a Professional Development Programme to the Quality and Retention of Teachers in an Urban Environment.” European Journal of Teacher Education 38 (1): 41–57. doi:10.1080/02619768.2014.902439.
   Web of Science ®Google Scholar
• Hair, Jr. J. F, W. C. Black, B. J. Babin, and R. E. Anderson. 2010. Multivariate Data Analysis (7th Ed.). Upper Saddle River, New Jersey: Pearson Education International.
   Google Scholar
• Han, X., and L. Paine. 2010. “Teaching Mathematics as Deliberate Practice through Public Lessons.” The Elementary School Journal 110 (4): 519–541. doi:10.1086/651194.
   Web of Science ®Google Scholar
• Hu, Y., and G. Hao. 2014. “中职教师专业发展及其影响因素研究” [“The Professional Development of Secondary Vocational School teachers and Its Influential Factors”].” ???????? Chinese Vocational and Technical Education 19: 39–46+51.
   Google Scholar
• Hu, X., and Q. Zhou. 2021. “中职学校青年教师职业认同困境:表现, 归因与突破” [“Young Teachers’ Professional Identity Dilemma in Secondary Vocational Schools: Performance, Attribution and Breakthrough”].” ?????? Teacher Education Research 33 (5): 50–56+34.
   Google Scholar
• Jin, Xinglin , Li, Tongji , Meirink, Jacobiene , van der Want, Anna , Admiraal, Wilfried 2021. “Learning from novice–expert interaction in teachers’ continuing professional development“ Professional Development in Education 47 (5): 745–762. doi:https://doi.org/10.1080/19415257.2019.1651752 ()
   Web of Science ®Google Scholar
• Lee, J. C. K., and S. Feng. 2007. “Mentoring Support and the Professional Development of Beginning Teachers: A Chinese Perspective.” Mentoring & Tutoring 15 (3): 243–262. doi:10.1080/13611260701201760.
   Google Scholar
• Li, J. 2017. “What Does It Mean to Be Vocational Teachers in China–Results from a Survey among Chinese Vocational Teachers Pilz, Matthias.” Vocational Education and Training in Times of Economic Crisis, Cham 255–268. Cham: Springer.
   Google Scholar
• Lin, X., X. Wei, and H. Zheng. 2005. “中等职业学校学生问题行为现状调查与分析”[“A Survey and Analysis of the Problem Behaviors of Vocational Middle School Students”].” ?????? Chinese Journal of Special Education 07: 70–75.
   Google Scholar
• Lyne, M. J. 2016. “Effect of Teacher Mentoring Programme in Malaysia on Improving Teachers’ Self-efficacy.” Malaysian Journal of ELT Research 9 (1): 18.
   Google Scholar
• The Ministry of Education of the People’s Republic of China. 2013. 中小学教师资格考试暂行办法 [Interim Measures for Teacher Qualification Examination in Primary and Secondary Schools]. Accessed 23 June 2021. http://www.gov.cn/gongbao/content/2013/content_2547145.htm
   Google Scholar
• Mintz, J. 2019. “A Comparative Study of the Impact of Enhanced Input on Inclusion at Pre‐service and Induction Phases on the Self‐efficacy of Beginning Teachers to Work Effectively with Children with Special Educational Needs.” British Educational Research Journal 45 (2): 254–274. doi:10.1002/berj.3486.
   Web of Science ®Google Scholar
• Ovenden-Hope, T., S. Blandford, T. Cain, and B. Maxwell. 2018. “Retain Early Career Teacher Retention Programme: Evaluating the Role of Research Informed Continuing Professional Development for a High Quality, Sustainable 21st Century Teaching Profession.” Journal of Education for Teaching 44 (5): 590–607. doi:10.1080/02607476.2018.1516349.
   Web of Science ®Google Scholar
• Ronfeldt, M., and K. McQueen. 2017. “Does New Teacher Induction Really Improve Retention?” Journal of Teacher Education 68 (4): 394–410. doi:10.1177/0022487117702583.
   Web of Science ®Google Scholar
• Ross, J., and C. Bruce. 2007. “Professional Development Effects on Teacher Efficacy: Results of Randomized Field Trial.” The Journal of Educational R Esearch 101 (1): 50–60.
   Web of Science ®Google Scholar
• Ruan, J., Y. Nie, J. Hong, G. Monobe, G. Zheng, H. Kambara, and S. You. 2015. “Cross-cultural Validation of Teachers’ Sense of Efficacy Scale in Three Asian Countries: Test of Measurement Invariance.” Journal of Psychoeducational Assessment 33 (8): 769–779. doi:10.1177/0734282915574021.
   Web of Science ®Google Scholar
• Shao, C., and P. Zhou. 2013. “基于认知学徒制理念的青年教师导师制实践模式” [“A Model of Mentoring for Young Teachers Based on Modern Apprenticeship”]. 中国职业技术教育Chinese Vocational and Technical Education ”. (18): 82–86.
   Google Scholar
• Sun, C. 2013. “职教师资培养:一个亟待关注的问题” [“Training of Vocational Teachers: A Problem that Needs Urgent Concern”. ???? Journal of Vocational Education (25) : 63–70.
   Google Scholar
• Tschannen-Moran, M., and A. W. Hoy. 2001. “Teacher Efficacy: Capturing an Elusive Construct.” Teaching and Teacher Education 17 (7): 783–805. doi:10.1016/S0742-051X(01)00036-1.
   Web of Science ®Google Scholar
• Wang, A., and D. Guo. 2019. “Technical and Vocational Education in China: Enrolment and Socioeconomic Status.” Journal of Vocational Education & Training 71 (4): 538–555. doi:10.1080/13636820.2018.1535519.
   Web of Science ®Google Scholar
• Wang, Y., and L. Zhu. 2013. “职教师资人才培养的生态困境与对策” [“On Ecological Dilemma in the Training of Vocational Education Teachers and the Countermeasures”].” ?????? Vocational and Technical Education 34 (19): 62–65.
   Google Scholar
• Watt, H. M., and P. W. Richardson. 2008. “Motivations, Perceptions, and Aspirations Concerning Teaching as a Career for Different Types of Beginning Teachers.” Learning and Instruction 18 (5): 408–428. doi:10.1016/j.learninstruc.2008.06.002.
   Web of Science ®Google Scholar
• Whalen, C., E. Majocha, and S. van Nuland. 2019. “Novice Teacher Challenges and Promoting Novice Teacher Retention in Canada.” European Journal of Teacher Education 42 (5): 591–607. doi:10.1080/02619768.2019.1652906.
   Web of Science ®Google Scholar
• Yang, X., H. Ran, and M. Zhang. 2020. “The Shanghai Model: An Innovative Approach to Promote Teacher Professional Development through Teaching-Research System.” Educational Philosophy and Theory 1–12. doi:10.1080/00131857.2020.1794155.
   Web of Science ®Google Scholar
• Yanping, L., and J. Lumby. 2005. “The Changing Situation of New Century Vocational Education in China.” Management in Education 19 (3): 12–15. doi:10.1177/08920206050190030301.
   Google Scholar
• Yoo, J. H. 2016. “The Effect of Professional Development on Teacher Efficacy and Teachers’ Self-Analysis of Their Efficacy Change.” Journal of Teacher Education for Sustainability 18 (1): 84–94. doi:10.1515/jtes-2016-0007.
   Google Scholar
• Yurekli, B., M. Isiksal Bostan, and E. Cakiroglu. 2020. “Sources of Preservice Teachers’ Self-efficacy in the Context of a Mathematics Teaching Methods Course.” Journal of Education for Teaching 46 (5): 631–645. doi:10.1080/02607476.2020.1777068.
   Web of Science ®Google Scholar