Using narrative pedagogy for novice teachers’ professional development

References

• Anttila, H., et al., 2017. From anxiety to enthusiasm: emotional patterns among student teachers. European Journal of Teacher Education, 40 (4), 447–464. doi:10.1080/02619768.2017.1349095
   Web of Science ®Google Scholar
• Bruner, J., 1987. Life as narrative. Social Research, 54, 11–32.
   Web of Science ®Google Scholar
• Charles, M., et al., 2014. Who likes math where? Gender differences in eighth-graders’ attitudes around the world. International Studies in Sociology of Education, 24 (1), 85–112. doi:10.1080/09620214.2014.895140
   Google Scholar
• Clandinin, D.J., et al., 2010. Negotiating narrative inquiries: living in a tension-filled midst. The Journal of Educational Research, 103 (2), 81–90. doi:10.1080/00220670903323404
   Web of Science ®Google Scholar
• Clay, D.L., et al., 2004. Schoolteachers’ experiences with childhood chronic illness. Children’s Health Care, 33 (3), 23–227. doi:10.1207/s15326888chc3303_5
   Web of Science ®Google Scholar
• Connelly, F.M. and Clandinin, D.J., 1988. Teachers as curriculum planners: narratives of experience. New York: Teachers College Press. 10.1177/019263658907351318
   Google Scholar
• Connelly, F.M. and Clandinin, D.J., 1999. Shaping a professional identity: stories of educational practice. 10.12691/education-5-4-10. New York: Teachers College Press
   Google Scholar
• Eligio, U.X. 2017, ed. Emotions in learning and teaching of mathematics. Understanding emotions in mathematical thinking and learning. London: Elsevier, 451–457. eBook ISBN: 9780128024898
   Google Scholar
• Freeman, D., 2002. The hidden side of the work: teacher knowledge and learning to teach. A perspective from north american educational research on teacher education in english language teaching. Language Teaching, 35 (1), 1–13. doi:10.1017/S0261444801001720
   Google Scholar
• Goodson, I.F. and Gill, S.R., 2011. Narrative Pedagogy, Life history and learning. ISBN-13: 978-1433108921 ISBN-10: 1433108925. New York:: Lang Publishing.
   Google Scholar
• HREC, (2007, Updated 2018)., National statement on ethical conduct in human research. Developed jointly by National Health and Medical Research Council Australian Research Council Universities Australia. retrived : 2.3.2021 https://www.deakin.edu.au/__data/assets/pdf_file/0004/559669/e72_national_statement_may_2015_150514_a.pdf
   Google Scholar
• Josselson, R., 2006. Research and the challenge of accumulating knowledge. Narrative Inquiry, 16 (1), 3–10. doi:10.1075/ni.16.1.03jos
   Web of Science ®Google Scholar
• Kelchtermans, J. and Deketelaere, A. 2016 The emotional dimension in becoming a teacher: J. Loughran and M.L. Hamil(Eds.).International Handbook of Teacher Education, Springer 429–461.
   Google Scholar
• Lassila, E.T., et al., 2017. The challenges to discussing emotionally loaded stories in finnish teacher education. European Journal of Teacher Education, 40 (3), 379–393. doi:10.1080/02619768.2017.1315401
   Web of Science ®Google Scholar
• Lieblich, A., Tuval-Mashiach, R., and Zilber, T. 1998. Narrative research: reading, analysis and interpretation,Vol. 47. London: Sage
   Google Scholar
• Lincoln, Y.S. and Guba, E., 1985. Naturalistic inquiry. beverly hills. ISBN 0-839-2431-3. Canada: Sage.
   Google Scholar
• Lutovac, S. and Kaasila, R., 2011. Beginning a pre-service teacher’s mathematical identity work through narrative rehabilitation and bibliotherapy. Teaching in Higher Education, 16 (2), 225–236. doi:10.1080/13562517.2010.515025
   Web of Science ®Google Scholar
• Mathew, P., Mathew, P., and Peechattu, P.J., 2017. Reflective practice: a means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology,1.,J (APJCECT), 3 (1), 126–131. doi:10.4135/9781446216484
   Google Scholar
• National Standards for Novice Teachers (2011). (in Hebrew) http://cms.education.gov.il/EducationCMS/Units/Rama/Haarachat_Morim/Haarachat_Morim.htm
   Google Scholar
• Orland-Barak, L. and Maskit, D., 2011. Novices ‘in story’: what first-year teachers’ narratives reveal about the shady corners of teaching. Teachers and Teaching, 17 (4), 435–450. doi:10.1080/13540602.2011.580520
   Web of Science ®Google Scholar
• Robinson, S. and Summers, K., 2012. An evaluation of the educational support for teachers who teach children with life-limiting illness in schools. Pastoral care in education, An International Journal of Personal, Social and Emotional Development, 30 (3), 191–207. doi:10.1080/02643944.2012.671341
   Google Scholar
• Rosenthal, G., 2004. Biographical research. In: C. Seal, (ed). Qualitative Research Practice. London: Sage, 48–64. doi:10.7748/nr.15.2.87.s3.
   Google Scholar
• Schatz Oppenheimer, O., Maskit, D., and Zilbershtrom, S.(Eds.).,2011. Being a teacher – entering the teaching profession. Tel Aviv: MOFET Institute publication. Hebrew]. [Google Scholar
   Google Scholar
• Schatz-Oppenheimer, O. and Dvir, N., 2014. From ugly duckling to swan: stories of novice teachers. Teaching and Teacher Education, 37, 140–149. doi:10.1016/j.tate.2013.10.011
   Web of Science ®Google Scholar
• Seok, K. and Berliner., D.C., 2012. Characteristics of teacher induction programs and turnover rates of beginning teachers. The Teacher Educator, 47 (4), 268–282. doi:10.1080/08878730.2012.707758
   Google Scholar
• Shriki, A. and Lavy, I., 2012. Perceptions of israeli mathematics teachers regarding their professional development needs. Professional Development in Education, 38 (3), 411–433. doi:10.1080/19415257.2011.626062
   Google Scholar
• Torsney, B.M., Ponnock, A.R., and Lombardi, D., 2017. The role of values in preservice teachers’ decision to teach. The Teacher Education, 52 (1), 39–56. doi:10.1080/08878730.2016.1196986
   Google Scholar
• Ünver, G., 2014. Connecting theory and practice in teacher education: a case study. Educational Sciences: Theory & Practice, 14 (4), 1402–1407. doi:10.12738/estp.2014.4.2161
   Google Scholar
• Ulises, X.E., 2017. Emotions in learning and teaching of mathematics. In: Understanding emotions in mathematical thinking and learning. ISBN: 9780128022184 eBook ISBN: 9780128024898, 451–457. Amsterdam: Elsevier.
   Google Scholar
• Vonk, J.H.C., 1995. “Conceptualizing novice teachers’ professional development: a base for supervisory interventions”. Paper presented at the annual meeting of the AERA, San Francisco, C.A. (April): 18–22. https://eric.ed.gov/?id=ED390838
   Google Scholar
• Yuan, R. and Lee, I., 2016. ‘I need to be strong and competent’: a narrative inquiry of a student teacher’s emotions and identities in teaching practicum. Teachers and Teaching, Theory and Practice, 22 (7), 819–841. doi:10.1080/13540602.2016.1185819
   Web of Science ®Google Scholar
• Zembylas, M., 2005. Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, 18 (4), 465–487. doi:10.1080/09518390500137642
   Google Scholar