Novice teachers and how they cope

References

• Aili, C., Persson, H., & Persson, K. (2004). Mentorskap: Att organisera skolans möte med nya lärare [Mentorship: organising the schools approach to novice teachers]. Lund: Studentlitteratur.
   Google Scholar
• Anderson, G. L., & Herr, K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28, 12–21.
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman.
   Google Scholar
• Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72, 187–206.
   PubMed Web of Science ®Google Scholar
• Bauwens, J., & Hourcade, J. J. (1995). Cooperative teaching: Rebuilding the schoolhouse for all students. Austin, TX: PRO-ED.
   Google Scholar
• Berg, G. (1993). Curriculum and state schools as organizations: A Scandinavian view [Uppsala Reports on Education 30]. Uppsala, Sweden: University of Uppsala, Department of Education.
   Google Scholar
• Beijard, D., Meijer, P. C., & Verloop, N. (2004). Resonsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
   Web of Science ®Google Scholar
• Brouwers, A., Evers, W. J. G., & Tomic, W. (2001). Self-efficacy in eliciting social support and burnout among secondary-school teachers. Journal of Applied Social Psychology, 31, 1474–1491.
   Web of Science ®Google Scholar
• Brouwers, A., & Tomic, W. (2000). Disruptive student behavior, perceived self-efficacy, and teacher burnout. Paper presented at the annual meeting of the American Psychological Association (108th), Washington, DC. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED450120&site=ehost-live
   Google Scholar
• Cains, R. A., & Brown, C. R. (1998). Newly qualified teachers: A comparative analysis of the perceptions held by BEd and PGCE-trained primary teachers of the level and frequency of stress experienced during the first year of teaching. Educational Psychology, 18, 97–110.
   Google Scholar
• Caspersen, J. (2007). Aspects of professionalism. Collective nursing – personalised teaching?In C. Aili, L. E. Nilsson, L. Svensson, & P. Denicolo (Eds.), Tension between organisation and profession: Professionals in the Nordic public sector (pp. 115–133). Lund: Nordic Academic Press.
   Google Scholar
• Caspersen, J. (2013). The valuation of knowledge and normative reflection in teacher qualification: A comparison of teacher educators, novice and experienced teachers. Teaching and teacher education, 30, 109–119.
   Web of Science ®Google Scholar
• Cejda, B. D. (1997). An examination of transfer shock in academic disciplines. Community College Journal of Research and Practice, 21, 279–288.
   Google Scholar
• Day, C. (1999). Developing teachers: The challenge of lifelong learning. London: Falmer Press.
   Google Scholar
• Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter. Connecting work, lives and effectiveness. Maidenhead: Open University Press.
   Google Scholar
• Duncombe, R., & Armour, K. M. (2004). Collaborative professional learning: From theory to practice. Journal of In-service Education, 30, 141–166.
   Google Scholar
• Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43, 168–182.
   Google Scholar
• Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy.
   Google Scholar
• Engeström, Y. (1994). Teachers as collaborative thinkers: Activity-theoretical study of an innovative teacher team. In I. Carlgren, G. Handal, & S. Vaage (Eds.), Teachers’ minds and actions: Research on teachers’ thinking and practice (pp. 43–61). London: Falmer Press.
   Google Scholar
• Eraut, M. (2002). Menus for choosy diners. Teachers and Teaching: Theory and Practice, 8, 371–379.
   Google Scholar
• Etzioni, A. (1969). Preface. In A. Etzioni (Ed.), The semi-professions and their organizations (pp. v–xvii). New York, NY: Free Press.
   Google Scholar
• Flynn, S. P., & Hekelman, F. P. (1993). Reality shock: A case study in the socialization of new residents. Family Medicine, 25, 633–636.
   PubMedGoogle Scholar
• Freidson, E. (2001). Professionalism: The third logic. London: Polity Press.
   Google Scholar
• Friedman, I. A. (1993). Burnout in teachers: The concept and its unique core meaning. Educational and Psychological Measurement, 53, 1035–1044.
   Web of Science ®Google Scholar
• Friedman, I. A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595–606.
   PubMed Web of Science ®Google Scholar
• Furlong, J., & Maynard, T. (1995). Mentoring student teachers. London: Routledge.
   Google Scholar
• Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In C. Geertz (Ed.), The interpretation of cultures: Selected essays (pp. 3–30). New York, NY: Basic Books.
   Google Scholar
• Ginns, I. S., & Watters, J. J. (1996, April). Experiences of novice teachers: Changes in self-efficacy and their beliefs about teaching. Paper presented at the annual meeting of the American Educational Research Association, New York, NY. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED400243&site=ehost-live
   Google Scholar
• Goode, W. J. (1969). The theoretical limits of professionalization. In A. Etzioni (Ed.), The semi-professions and their organizations (pp. 266–313). New York, NY: Free Press.
   Google Scholar
• Gold, Y. (1985). Does teacher burnout begin with student teaching? Education, 105, 254–257.
   Web of Science ®Google Scholar
• Grant, L. W. (2006). Persistence and self-efficacy: A key to understanding teacher turnover. Delta Kappa Gamma Bulletin, 72, 50–54.
   Google Scholar
• Hagger, H., & McIntyre, D. (2000). What can research tell us about teacher education? Oxford Review of Education, 26, 483–494.
   Web of Science ®Google Scholar
• Halfer, D., & Graf, E. (2006). Graduate nurse perceptions of the work experience. Nursing Economic, 24, 150–155.
   PubMed Web of Science ®Google Scholar
• Hamilton, M. L., & Clandinin, J. (2011). Becoming researchers in the field of teaching and teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 27, 681–682.
   Web of Science ®Google Scholar
• Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London: Cassell.
   Google Scholar
• Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6, 151–182.
   Google Scholar
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
   Google Scholar
• Havnes, A. (2009). Talk, planning and decision-making in interdisciplinary teacher teams: A case study. Teachers and Teaching: Theory and Practice, 15, 155–176.
   Web of Science ®Google Scholar
• Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education: An International Journal of Research and Studies, 17, 819–836.
   Web of Science ®Google Scholar
• Hoy W., & Rees R. (1977). The bureaucratic socialization of student teachers. Journal of Teacher Education, 28, 23–26.
   Web of Science ®Google Scholar
• Hoyle, E., & Megarry, J. (Eds.) (1980). Professional development of teachers. In World yearbook of education 1980: The professional development of teachers. London: Kogan Page.
   Google Scholar
• Huberman, M. (1989). The professional life cycle of teachers. Teachers College Record, 91, 31–57.
   Web of Science ®Google Scholar
• Joram, E. (2007). Clashing epistemologies: Aspiring teachers’, practicing teachers’, and professors’ beliefs about knowledge and research in education. Teaching and Teacher Education., 23, 123–135.
   Web of Science ®Google Scholar
• Jordell, K. Ø. (1986). Fra pult til kateter. Om sosialisering til læreryrket [From student’s to teacher’s desk. On socialisation into teaching.] (Unpublished Doctoral dissertation). Universitetet i Tromsø, Tromsø, Norway.
   Google Scholar
• Jordell, K. Ø. (1989). Lærernes læring [Teachers’ learning]. In K. Ø. Jordell, & P. O. Aamodt (Eds.), Læreren -fra kall til lønnskamp [The teacher - from calling to wage struggle]. Tano: Oslo.
   Google Scholar
• Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation. Teaching and Teacher Education: An International Journal of Research and Studies, 18, 105–120.
   Web of Science ®Google Scholar
• Kline, R. B. (2005). Principles and practice of structural equation modeling. New York, NY: Guilford Press.
   Google Scholar
• Kuzmic, J. (1994). A beginning teacher’s search for meaning: Teacher socialization, organizational literacy, and empowerment. Teaching and Teacher Education: An International Journal of Research and Studies, 10, 15–27.
   Web of Science ®Google Scholar
• Labaree, D. F. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32, 13–22.
   Google Scholar
• Lange, J. D., & Burroughs-Lange, S. G. (1994). Professional uncertainty and professional growth: A case study of experienced teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 10, 617–631.
   Web of Science ®Google Scholar
• Le Maistre, C., & Paré, A. (2010). Whatever it takes: How beginning teachers learn to survive. Teaching and Teacher Education: An International Journal of Research and Studies, 26, 559–564.
   Web of Science ®Google Scholar
• Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91, 509–536.
   Web of Science ®Google Scholar
• Little, R. J. A., & Rubin, D. B. (1987). Statistical analysis with missing data. New York, NY: Wiley.
   Google Scholar
• Lortie, D. C. (1969). The balance of control and autonomy in elementary school teaching. In A. Etzioni (Ed.), The semi-professions and their organizations (pp. 1–53). New York, NY: Free Press.
   Google Scholar
• Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
   Google Scholar
• Løvlie, L. (2001). Læreren i våre tanker [The teacher in our mind]. In T. Kvernbekk (Ed.), Pedagogikk og lærerprofesjonalitet [Pedagogics and professionality in teaching] (pp. 129–145). Oslo, Norway: Gyldendal Norsk Forlag.
   Google Scholar
• McCormack, A., & Thomas, K. (2003). Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of Teacher Education, 31, 125–138.
   Google Scholar
• Merry, U. (1995). Coping with uncertainty: Insights from the new sciences of chaos, self-organization, and complexity. Westport, CT: Praeger.
   Google Scholar
• Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of educational psychology, 81, 247–258.
   Web of Science ®Google Scholar
• Midthassel, U. V., Bru, E., & Idsø, T. (2000). The principal’s role in promoting school development activity in Norwegian compulsory schools. School Leadership & Management, 20, 247–260.
   Google Scholar
• Monsen, L. (1970). Lærerollen: en teoretisk analyse og en mindre teoretisk studie av rolleoppfatninger blant lærere i ungdomsskolen [The teacher role: A theoretical analysis and a less theoretical study of role conceptions among lower secondary school teachers]. Oslo: Magister dissertation, University of Oslo.
   Google Scholar
• Moos, L., & Thomassen, J. (1994). TEAM - Dannelse, vedligeholdelse, koordinering [TEAM – formation, maintenance and coordination]. København: Danmarks Lærerhøjskole.
   Google Scholar
• Munthe, E. (2001a). Measuring teacher certainty. Scandinavian Journal of Educational Research, 45, 167–181.
   Google Scholar
• Munthe, E. (2001b). Professional uncertainty/certainty: How (un)certain are teachers, what are they (un)certain about, and how is (un)certainty related to age, experience, gender, qualifications, and school type? European Journal of Teacher Education, 24, 355–368.
   Google Scholar
• Munthe, E. (2003). Teachers’ workplace and professional certainty. Teaching and Teacher Education: An International Journal of Research and Studies, 19, 801–813.
   Web of Science ®Google Scholar
• Munthe, E., & Thuen, E. (2009). Lower secondary school teachers’ judgements of pupils’ problems. Teachers and Teaching: Theory and Practice, 15, 563–578.
   Web of Science ®Google Scholar
• Oakes, J., & Lipton, M. (1999). Teaching to change the world. Boston, MA: McGraw-Hill.
   Google Scholar
• O’Connor, I., & Dalgleish, L. (1986). Cautionary tales from beginning practitioners: The fate of personal models of social work in beginning practice. British Journal of Social Work, 16, 431–447.
   Web of Science ®Google Scholar
• Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: Author.
   Google Scholar
• Organisation for Economic Co-operation and Development). (2009). OECD teaching and learning international survey. Retrieved from OECD website http://www.oecd.org/edu/talis
   Google Scholar
• Onafowora, L. L. (2005). Teacher efficacy issues in the practice of novice teachers. Educational Research Quarterly, 28, 34–43.
   Google Scholar
• Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2006). CLASS: Classroom Assessment Scoring System. Manual. Middle/secondary version. Charlottesville: Center for Advanced Study in Teaching and Learning, University of Virginia.
   Google Scholar
• Riordan, S., & Goodman, S. (2007). Managing reality shock: Expectations versus experiences of graduate engineers. SA Journal of Industrial Psychology, 33, 67–73.
   Google Scholar
• Ritchie, J., & Wilson, D. (1993). Dual apprenticeships: Subverting and supporting critical teaching. English Education, 25, 67–83.
   Google Scholar
• Rogers, D. L., & Babinski, L. M. (2002). From isolation to conversation: Supporting new teachers’ development. SUNY series, Teacher preparation and development. Albany: State University of New York Press.
   Google Scholar
• Rolf, B. (1989). Tyst kunskap. Wittgensteins osägbarhet och Polanyis personliga kunskap [Tacit knowledge. Wittgeinsteins ineffability and polanyis personal knowledge]. In K. S. Johannesen & B. Rolf (Eds.), Om tyst kunskap. Två artiklar [On tacit knowledge. Two appers] (Rapportserie från Centrum för didaktik, nr. 7) (pp. 3–43). Uppsala: Uppsala Universitet.
   Google Scholar
• Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. New York, NY: Longman.
   Google Scholar
• Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17, 51–65.
   Google Scholar
• Ross, J. A. (1995). Strategies for enhancing teachers’ beliefs in their effectiveness: Research on a school improvement hypothesis. Teachers College Record, 97, 227–250.
   Web of Science ®Google Scholar
• Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1–28
   PubMedGoogle Scholar
• Senge, P. M. (1966). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday/Currency.
   Google Scholar
• Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology: An International Review, 57, 152–171.
   Web of Science ®Google Scholar
• Shachar, H., & Shmuelevitz, H. (1997). Implementing cooperative learning, teacher collaboration and teachers’ sense of efficacy in heterogeneous junior high schools. Contemporary Educational Psychology, 22, 53–72.
   Web of Science ®Google Scholar
• Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625.
   Web of Science ®Google Scholar
• Skaalvik, E. M., & Skaalvik, S. (2009). Trivsel, stress og utmattelse blant lærere. En paradoksal kombinasjon [Well-being, stress and burnout in teachers. A paradoxical combination]. Bedre Skole, 1, 30–37.
   Google Scholar
• Starnaman, S. M., & Miller, K. I. (1992). A test of a causal model of communication and burnout in the teaching profession. Communication Education, 41, 40–53.
   Web of Science ®Google Scholar
• Stukát, S. (1998). Lärares planering under och efter utbildningen [Teachers’ planning during and after education]. (Göteborg Studies in Educational Sciences, 121). Göteborg: Acta Universitatis Gothoburgensis.
   Google Scholar
• Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston, MA: Allyn and Bacon.
   Google Scholar
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education: An International Journal of Research and Studies, 17, 783–805.
   Web of Science ®Google Scholar
• Tuomi-Gröhn, T., & Engeström, Y. (2003). Conceptualizing transfer: From standard notions to developmental perspectives. In T. Tuomi-Gröhn, & Y. Engeström (Eds.), Between school and work: New perspectives on transfer and boundary-crossing (pp. 19–38). Amsterdam: Pergamon Press.
   Google Scholar
• Van Dick, R., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243–259.
   PubMed Web of Science ®Google Scholar
• Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for the ecological perspective on inquiry. Review of Educational Research, 68, 130–178.
   Web of Science ®Google Scholar
• Wong, H. K., Britton, T., & Ganser, T. (2005). What the world can tell us about new teacher induction. Phi Delta Kappan, 86, 379–384.
   Web of Science ®Google Scholar
• Yost, D. S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers from a teacher education perspective. Teacher Education Quarterly, 33, 59–76.
   Google Scholar