Workplace learning impact: an analysis of French-secondary-trainee teachers’ perception of their professional development

References

• Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
   Web of Science ®Google Scholar
• Caires, S., & Almeida, L. S. (2007). Positive aspects of the teacher training supervision: The student teachers’ perception. European Journal of Psychology of Education, 22, 515–528.
   Web of Science ®Google Scholar
• Carter, M., & Francis, R. (2001). Mentoring and beginning teachers’ workplace learning. Asia-Pacific Journal of Education, 30, 249–262.
   Google Scholar
• Connell, R. (2009). Good teacher on dangerous grounds: Toward a new view of teacher quality and professionalism! Critical Studies in Education, 50, 213–230.
   Google Scholar
• Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26, 248–303.
   Google Scholar
• Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education, 33, 403–422.
   Web of Science ®Google Scholar
• Fantili, R. D., & Mc Dougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25, 814–825.
   Web of Science ®Google Scholar
• Feiman-Nemser, S. (2001). Helping novices to learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52, 17–30.
   Web of Science ®Google Scholar
• Flores, M. A. (2004). The impact of school culture and leadership on new teachers’ learning in the workplace. International Journal of Leadership in Education, 7, 1–22.
   Google Scholar
• Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multiple-perspective study. Teaching and Teacher Education, 22, 219–232.
   Web of Science ®Google Scholar
• Foster, R. (2000). Becoming a secondary teacher in France: A trainee perspective on recent developments in initial teacher training. Educational Studies, 26, 5–17.
   Web of Science ®Google Scholar
• Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Mapping mentor teachers’ roles in mentoring dialogue. Educational Research Review, 3, 168–186.
   Web of Science ®Google Scholar
• Hobson, A. J. (2003). Students teachers’ conceptions and evaluation of “theory” in initial teacher training (ITT). Mentoring and Tutoring, 11, 245–261.
   Google Scholar
• Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207–216.
   Web of Science ®Google Scholar
• Hodkinson, H., & Hodkinson, P. (2005). Improving schoolteachers’ workplace learning. Research Papers in Education, 20, 109–131.
   Google Scholar
• Hoekstra, A., Beijaard, D., Brekelmans, M., & Korthagen, F. (2007). Experienced teachers’ informal learning from classroom teaching. Teachers and Teaching: Theory and Practice, 13, 189–206.
   Google Scholar
• Janssen, F., de Hullu, E., & Tigelaar, D. (2008). Positive experiences as input for reflexion by student teachers. Teachers and Teaching: Theory and Practice, 14, 115–130.
   Google Scholar
• Jones, M., & Straker, K. (2006). What informs mentors’ practice when working with trainees and newly qualified teachers? An investigation into mentors’ professional knowledge base. Journal of Education for Teaching, 32, 165–184.
   Google Scholar
• Kardos, S., & Johnson, S. (2007). On their own and presumed expert: New teachers’experiences with their colleagues. Teachers College Record, 109, 2083–2106.
   Web of Science ®Google Scholar
• Kardos, S., Johnson, S., Peske, H., Kauffman, D., & Liu, E. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37, 250–300.
   Web of Science ®Google Scholar
• Korthagen, F. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.
   Web of Science ®Google Scholar
• Koster, B., Dengerink, J., Korthagen, F., & Lunenberg, M. (2008). Teachers educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching: Theory and Practice, 14, 567–587.
   Google Scholar
• Laker, A., Craig Laker, J., & Lea, S. (2008). Sources of support for pre-service teachers during school experience. Mentoring and Tutoring: Partnership in Learning, 16, 125–140.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
   Google Scholar
• Lunenberg, M., Snoek, M., & Swennen, A. (2000). Between pragmatism and legitimacy: Developments and dilemnas in teacher education in the Netherlands. European Journal of Teacher Education, 23, 251–260.
   Google Scholar
• Mc Cormack, A., Gore, J., & Thomas, K. (2006). Early career teacher professional learning. Asia-Pacific Journal of Teacher Education, 34, 95–113.
   Google Scholar
• Osborn, M. (2006). Changing the context of teachers’ work and professional development: A european perspective. International Journal of Educational Research, 45, 242–253.
   Google Scholar
• Pantic, N., & Wubbels, T. (2010). Teacher competencies as a basis for teacher education – View of Serbian teachers and teacher educators. Teaching and Teacher Education, 26, 694–703.
   Web of Science ®Google Scholar
• Roberts, J., & Graham, S. (2008). Agency and conformity in school-based teacher training. Teaching and Teacher Education, 24, 1401–1412.
   Web of Science ®Google Scholar
• Simpson, T., Hastings, W., & Hill, B. (2007). “I knew that she was watching me”: The professional benefits of mentoring. Teachers and Teaching: Theory and Practice, 13, 481–498.
   Google Scholar
• Snoek, M. (2003). Scenarios for Dutch teacher education. A trip to Rome: Coach bus company or travel agency? European Journal of Teacher Education, 26, 123–135.
   Google Scholar
• Stephens, P., Tonnessen, F. E., & Kyriacon, C. (2004). Teacher training and teacher education in England and Norway: A comparative study of policy goals. Comparative Education, 40, 109–130.
   Web of Science ®Google Scholar
• Struyven, K., & De Meyst, M. (2010). Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ point of view. Teaching and Teacher Education, 26, 1495–1510.
   Web of Science ®Google Scholar
• Tabachnik, B., & Fidell, L.. (2007). Using multivariate statistics ( 5th ed.). Boston: Pearson.
   Google Scholar
• Tomlinson, P. (1995). Can competence profiling work for effective teacher preparation? Part II: Pitfalls and principles. Oxford Review of Education, 21, 309–314.
   Google Scholar
• Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3, 130–154.
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
   Google Scholar
• Whitty, G., & Wilmott, E. (1991). Competence-based education: Approaches and issues. Cambridge Journal of Education, 21, 309–319.
   Google Scholar
• Wilson, V., Hall, S., & Hall, J. (2007). Pupil guidance: An integral part of teacher education and development in Scotland? Teaching and Teacher Education, 23, 1153–1164.
   Web of Science ®Google Scholar
• Zanting, A., Verloop, N., & Vermunt, J. D. (2001). Student teachers’ beliefs about mentoring and learning to teach during teaching practice. British Journal of Educational Psychology, 71, 57–80.
   PubMed Web of Science ®Google Scholar
• Zanting, A., Verloop, N., & Vermunt, J. D. (2003). How do student teachers elicit their mentor teachers’ practical knowledge? Teachers and Teaching: Theory and Practice, 9, 197–211.
   Google Scholar