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Effects of Teacher Induction on Beginning Teachers' Teaching

https://doi.org/10.1177/0022487107314002

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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/tea.10061openalex-snapshot

Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices, beliefs, and experiences

inferredcites →https://doi.org/10.1007/978-1-84628-317-8_10openalex-snapshot

Educational Leadership

inferredcites →https://doi.org/10.1016/0742-051x(90)90015-wopenalex-snapshot

Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching

inferredcites →https://doi.org/10.1016/0883-0355(93)90010-hopenalex-snapshot

Mentoring in context: A comparison of two U.S. programs for beginning teachers

inferredcites →https://doi.org/10.1016/j.tate.2003.09.005openalex-snapshot

An analysis of mentoring conversations with beginning teachers: suggestions and responses

inferredcites →https://doi.org/10.1016/j.tate.2006.12.010openalex-snapshot

An alternative conception of mentor–novice relationships: Learning to teach in reform-minded ways as a context

inferredcites →https://doi.org/10.1016/s0742-051x(00)00038-xopenalex-snapshot

Contexts of mentoring and opportunities for learning to teach: a comparative study of mentoring practice

inferredcites →https://doi.org/10.1016/s0742-051x(02)00049-5openalex-snapshot

Job sharing their first year: a narrative of two partnered teachers’ induction into middle school science teaching

inferredcites →https://doi.org/10.1016/s0742-051x(97)00061-9openalex-snapshot

Understanding teachers’ self-sustaining, generative change in the context of professional development

inferredcites →https://doi.org/10.1016/s0742-051x(99)00007-4openalex-snapshot

Are schools prepared to allow beginning teachers to reconceptualize instruction?

inferredcites →https://doi.org/10.1017/cbo9780511815355openalex-snapshot

Situated Learning

inferredcites →https://doi.org/10.1080/00131728609335764openalex-snapshot

Experience and Education

inferredcites →https://doi.org/10.1080/00220670009598721openalex-snapshot

Mentoring Effects on Protégés' Classroom Practice: An Experimental Field Study

inferredcites →https://doi.org/10.1080/02607470120091588openalex-snapshot

Individualism to Collaboration: The significance of teacher culture to the induction of newly qualified teachers

inferredcites →https://doi.org/10.1080/02607479919600openalex-snapshot

The Importance of Relationships in Teacher Education

inferredcites →https://doi.org/10.1080/0261976899020173openalex-snapshot

Newly Qualified Teachers in Post-primary Schools in Northern Ireland: the support provided for their needs and their own vision for induction

inferredcites →https://doi.org/10.1080/03626784.1981.11075236openalex-snapshot

Social Class and School Knowledge

inferredcites →https://doi.org/10.1080/08878739509555091openalex-snapshot

Teacher socialization: A spiral process

inferredcites →https://doi.org/10.1080/08886504.2000.10782284openalex-snapshot

Evaluation of a Mentor Teacher Model for Enhancing Mathematics Instruction through the Use of Computers

inferredcites →https://doi.org/10.1080/0924345950060303openalex-snapshot

Building Norms for Professional Growth in Beginning Teachers: A Learning Consortium Initiative

inferredcites →https://doi.org/10.1086/461587openalex-snapshot

Teaching and Learning to Teach: The Two Roles of Beginning Teachers

inferredcites →https://doi.org/10.1086/499698openalex-snapshot

Mentoring as Assisted Performance: A Pair of Chinese Teachers Working Together

inferredcites →https://doi.org/10.1086/499734openalex-snapshot

Understandings, Beliefs, and Reported Decision Making of First-Year Teachers from Different Reading Teacher Preparation Programs

inferredcites →https://doi.org/10.1086/499747openalex-snapshot

Learning to Teach toward Standards-Based Writing Instruction: Experiences of Two Preservice Teachers and Two Mentors in an Urban, Multicultural Classroom

inferredcites →https://doi.org/10.1111/0161-4681.00141openalex-snapshot

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

inferredcites →https://doi.org/10.1111/1467-9620.00298openalex-snapshot

Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice

inferredcites →https://doi.org/10.1111/j.1467-9620.2004.00356.xopenalex-snapshot

(Re)Framing Classroom Contexts: How New Teachers and Mentors View Diverse Learners and Challenges of Practice

inferredcites →https://doi.org/10.1111/j.1467-9620.2004.00358.xopenalex-snapshot

Mentor-Novice Conversations about Teaching: A Comparison of Two U.S. and Two Chinese Cases

inferredcites →https://doi.org/10.1119/1.1969598openalex-snapshot

The Process of Education

inferredcites →https://doi.org/10.1177/00131610121969316openalex-snapshot

Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools

inferredcites →https://doi.org/10.1177/0022487101052001001openalex-snapshot

Learning to Teach Against the (New) Grain

inferredcites →https://doi.org/10.1177/0022487101052001003openalex-snapshot

Helping Novices Learn to Teach

inferredcites →https://doi.org/10.1177/0022487192043003003openalex-snapshot

Research on Learning To Teach: Implications for Teacher Induction and Mentoring Programs

inferredcites →https://doi.org/10.1177/016146810400500601openalex-snapshot

The Relation of Theory to Practice in Education.

inferredcites →https://doi.org/10.1177/016146819009100305openalex-snapshot

Inside the Classroom: Social Vision and Critical Pedagogy

inferredcites →https://doi.org/10.1177/019263650408863803openalex-snapshot

Do Teacher Induction and Mentoring Matter?

inferredcites →https://doi.org/10.1177/0263211x990273008openalex-snapshot

Educational Leadership

inferredcites →https://doi.org/10.1207/s15430421tip3901_8openalex-snapshot

Mentoring in the New Millennium

inferredcites →https://doi.org/10.17763/haer.57.1.j463w79r56455411openalex-snapshot

Knowledge and Teaching:Foundations of the New Reform

inferredcites →https://doi.org/10.17763/haer.61.3.q671413614502746openalex-snapshot

Learning to Teach against the Grain

inferredcites →https://doi.org/10.2307/1167272openalex-snapshot

Relationships of Knowledge and Practice: Teacher Learning in Communities

inferredcites →https://doi.org/10.2307/1167305openalex-snapshot

Teacher Education and the Case Idea

inferredcites →https://doi.org/10.2307/1170752openalex-snapshot

A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry

inferredcites →https://doi.org/10.2307/1176102openalex-snapshot

Expert Knowledge and Expert Thinking in Teaching: A Response to Floden and Klinzing

inferredcites →https://doi.org/10.2307/2084758openalex-snapshot

Experience and Education.

inferredcites →https://doi.org/10.2307/2804509openalex-snapshot

Situated Learning: Legitimate Peripheral Participation.

inferredcites →https://doi.org/10.2307/j.ctvjf9vz4.11openalex-snapshot

Interaction between Learning and Development

inferredcites →https://doi.org/10.3102/00028312028003559openalex-snapshot

The Relationship Between Teachers’ Beliefs and Practices in Reading Comprehension Instruction

inferredcites →https://doi.org/10.3102/0013189x016009013openalex-snapshot

The 1987 Presidential Address Learning In School and Out

inferredcites →https://doi.org/10.3102/0013189x018001032openalex-snapshot

Situated Cognition and the Culture of Learning

inferredcites →https://doi.org/10.3102/0013189x023007013openalex-snapshot

Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development

inferredcites →https://doi.org/10.3102/0013189x030008003openalex-snapshot

Sticks, Stones, and Ideology: The Discourse of Reform in Teacher Education

inferredcites →https://doi.org/10.3102/0013189x031005003openalex-snapshot

A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?

inferredcites →https://doi.org/10.3102/00346543054002143openalex-snapshot

Perceived Problems of Beginning Teachers

inferredcites →https://doi.org/10.3102/00346543062002129openalex-snapshot

Professional Growth Among Preservice and Beginning Teachers

inferredcites →https://doi.org/10.3102/00346543072003481openalex-snapshot

Mentored Learning to Teach According to Standards-Based Reform: A Critical Review

inferredcites →https://doi.org/10.3102/0091732x018001457openalex-snapshot

Chapter 10: Teacher Education and the Case Idea

inferredcites →https://doi.org/10.3102/0091732x024001249openalex-snapshot

Chapter 8: Relationships of Knowledge and Practice: Teacher Learning in Communities

inferredcites →https://doi.org/10.4324/9780203454220openalex-snapshot

RADICAL CONSTRUCTIVISM

inferredcites →https://doi.org/10.4324/9781410602589openalex-snapshot

Knowing and Teaching Elementary Mathematics

inferredcites →https://doi.org/10.5408/0022-1368-43.2.102openalex-snapshot

National Science Education Standards

inferredcites →https://doi.org/10.5860/choice.29-0440openalex-snapshot

The making of a teacher: teacher knowledge and teacher education

inferredcites →https://doi.org/10.5860/choice.42-1701openalex-snapshot

Finders and keepers: helping new teachers survive and thrive in our schools

inferredcites →https://doi.org/10.5951/mt.72.8.0637openalex-snapshot

National Council of Teachers of Mathematics

inferredcites →https://doi.org/10.7560/720466openalex-snapshot

Speech Genres and Other Late Essays

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.3903122openalex-extracted

The Challenges That Novice EFL Teachers Deals With and the Ways of Coping With Them

inferred← citeshttps://doi.org/10.1002/9781118955901.ch19openalex-snapshot

The Importance of Teacher Induction for Improving Teaching and Learning

inferred← citeshttps://doi.org/10.1002/9781119128304.ch12openalex-snapshot

Teacher Mentoring in Service of Beginning Teachers’ Learning to Teach

inferred← citeshttps://doi.org/10.1002/pits.22539openalex-snapshot

Supporting change in novice alternative certification teachers' efficacy

inferred← citeshttps://doi.org/10.1002/sce.20353openalex-snapshot

The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers

inferred← citeshttps://doi.org/10.1002/sce.20393openalex-snapshot

Educative mentoring: Promoting reform‐based science teaching through mentoring relationships

inferred← citeshttps://doi.org/10.1002/tea.20444openalex-snapshot

Beginning secondary science teacher induction: A two‐year mixed methods study

inferred← citeshttps://doi.org/10.1002/tea.21207openalex-snapshot

Managing institutional and sociocultural challenges through sociotransformative constructivism: A longitudinal case study of a high school science teacher

inferred← citeshttps://doi.org/10.1002/tea.21771openalex-snapshot

The first 5 years of teaching science: The beliefs, knowledge, practices, and opportunities to learn of secondary science teachers

inferred← citeshttps://doi.org/10.1007/978-1-4020-9041-7_25openalex-snapshot

Mentoring in Support of Reform-Based Science Teaching

inferred← citeshttps://doi.org/10.1007/978-1-4020-9041-7_27openalex-snapshot

Teaching While Still Learning to Teach: Beginning Science Teachers’ Views, Experiences, and Classroom Practices

inferred← citeshttps://doi.org/10.1007/978-1-4614-2370-6_2openalex-snapshot

Challenges: Findings from Previous Empirical Research

inferred← citeshttps://doi.org/10.1007/978-3-030-01273-1_12openalex-snapshot

How to Understand Changes in Novice Mathematics Teachers’ Talk About Good Mathematics Teaching?

inferred← citeshttps://doi.org/10.1007/978-3-030-16454-6_4openalex-snapshot

Prizes and Imperfections: Examining Teacher Evaluation Within an Induction Program in Western Québec

inferred← citeshttps://doi.org/10.1007/978-3-030-44047-3_1openalex-snapshot

The FIRSTMATH Study: Concepts, Methods, and Strategies for Comparative International Research in Mathematics Education

inferred← citeshttps://doi.org/10.1007/978-3-031-28620-9_5openalex-snapshot

Mind the Gap: Teacher Induction in Scotland

inferred← citeshttps://doi.org/10.1007/978-3-319-44151-1_8openalex-snapshot

Peer Mentoring with Beginning EFL Teachers

inferred← citeshttps://doi.org/10.1007/978-3-319-72832-2_10openalex-snapshot

Learning to Teach and Teaching to Learn: Exploring Microteaching as a Site for Knowledge Integration in Teacher Education

inferred← citeshttps://doi.org/10.1007/978-3-319-96478-2_1openalex-snapshot

Introduction

inferred← citeshttps://doi.org/10.1007/978-3-319-96478-2_2openalex-snapshot

Teacher Education and Induction from a Cross-Cultural Perspective

inferred← citeshttps://doi.org/10.1007/978-3-642-22383-9_26openalex-snapshot

Using Web 2.0 Technologies in K-12 School Settings: Evidence-Based Practice?

inferred← citeshttps://doi.org/10.1007/978-3-658-24564-1_11openalex-snapshot

Qualitative Designs in studentischen Mentoringprozessen – ein unbeackertes Feld in der Kindheitsforschung?

inferred← citeshttps://doi.org/10.1007/978-94-007-2312-2_11openalex-snapshot

The Induction Phase as a Critical Transition for Newly Qualified Teachers

inferred← citeshttps://doi.org/10.1007/978-94-007-7281-6_12openalex-snapshot

Learning to Teach Science as Inquiry: Developing an Evidence-Based Framework for Effective Teacher Professional Development

inferred← citeshttps://doi.org/10.1007/978-94-007-7826-9_15openalex-snapshot

Learning to Teach in Norway: A Shared Responsibility

inferred← citeshttps://doi.org/10.1007/978-94-6300-058-1_15openalex-snapshot

Does Mentor-Education make a Difference?

inferred← citeshttps://doi.org/10.1007/978-94-6300-253-0_10openalex-snapshot

Inquiry and Induction in the Third Space

inferred← citeshttps://doi.org/10.1007/978-94-6300-283-7_8openalex-snapshot

Teach to Learn

inferred← citeshttps://doi.org/10.1007/978-94-6300-283-7_9openalex-snapshot

Moving towards Comprehensive Induction Systems for New Teachers of Science through the Use of Technology Enhanced Communities of Practice

inferred← citeshttps://doi.org/10.1007/978-94-6300-561-6_6openalex-snapshot

Developmental, Sociocultural, Semiotic, and Affect Approaches to the Study of Concepts and Conceptual Development

inferred← citeshttps://doi.org/10.1007/978-981-10-0366-0_13openalex-snapshot

Learning from Research on Beginning Teachers

inferred← citeshttps://doi.org/10.1007/978-981-13-6127-2_13openalex-snapshot

Confident Student to Confident RE Teacher: A Perspective from Scotland

inferred← citeshttps://doi.org/10.1007/978-981-16-9328-1_9openalex-snapshot

First-Year Out-of-Field Teachers: Support Mechanisms, Satisfaction and Retention

inferred← citeshttps://doi.org/10.1007/s00181-025-02863-5openalex-snapshot

The effects of a certificate programme regarding educational mentorship and coaching on the rise of induction programmes for new teachers in Rwandan Primary Schools

inferred← citeshttps://doi.org/10.1007/s10212-012-0165-yopenalex-snapshot

First year effects of induction arrangements on beginning teachers’ psychological processes

inferred← citeshttps://doi.org/10.1007/s10212-014-0227-4openalex-snapshot

The relationship between quality of discourse during teacher induction classes and beginning teachers’ beliefs

inferred← citeshttps://doi.org/10.1007/s10671-019-09251-8openalex-snapshot

Structured mentoring: Principles for effective mentoring

inferred← citeshttps://doi.org/10.1007/s10763-015-9619-4openalex-snapshot

Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance

inferred← citeshttps://doi.org/10.1007/s10763-019-10027-yopenalex-snapshot

Mentoring Early Career Mathematics Teachers from the Mentees’ Perspective—a Case Study from China

inferred← citeshttps://doi.org/10.1007/s10833-026-09541-yopenalex-snapshot

Teacher induction and collaboration: investigating the role of school instructional leadership, mentoring, and collaborative school culture

inferred← citeshttps://doi.org/10.1007/s10972-012-9313-0openalex-snapshot

Sustaining Reform-Based Science Teaching of Preservice and Inservice Elementary School Teachers

inferred← citeshttps://doi.org/10.1007/s10972-013-9364-xopenalex-snapshot

Science Teachers Without Classrooms of Their Own: A Study of the Phenomenon of Floating

inferred← citeshttps://doi.org/10.1007/s11618-011-0173-8openalex-snapshot

Soziale Unterstützung beim Berufseinstieg ins Lehramt

inferred← citeshttps://doi.org/10.1007/s13384-011-0024-xopenalex-snapshot

Content area reading pedagogy and domain knowledge: a Bourdieusian analysis

inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.04027-6openalex-snapshot

Early career teachers' work

inferred← citeshttps://doi.org/10.1016/j.edurev.2012.08.001openalex-snapshot

Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice

inferred← citeshttps://doi.org/10.1016/j.edurev.2021.100389openalex-snapshot

Longing for recognition: A literature review of second-career teachers’ induction experiences in secondary education

inferred← citeshttps://doi.org/10.1016/j.ijedro.2021.100112openalex-snapshot

Using theories of human, social, structural, and positive psychological capital to explore the attrition of former public school practitioners

inferred← citeshttps://doi.org/10.1016/j.system.2019.05.002openalex-snapshot

Mentoring for new secondary Chinese language teachers in the United States

inferred← citeshttps://doi.org/10.1016/j.tate.2009.01.003openalex-snapshot

Novice in secondary school – the coin has two sides

inferred← citeshttps://doi.org/10.1016/j.tate.2010.02.006openalex-snapshot

Redirecting the teacher's gaze: Teacher education, youth surveillance and the school-to-prison pipeline

inferred← citeshttps://doi.org/10.1016/j.tate.2011.01.010openalex-snapshot

The power of the ‘object’ to influence teacher induction outcomes

inferred← citeshttps://doi.org/10.1016/j.tate.2011.03.009openalex-snapshot

Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills

inferred← citeshttps://doi.org/10.1016/j.tate.2011.09.008openalex-snapshot

Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression?

inferred← citeshttps://doi.org/10.1016/j.tate.2012.11.001openalex-snapshot

Micropolitical staffroom stories: Beginning health and physical education teachers' experiences of the staffroom

inferred← citeshttps://doi.org/10.1016/j.tate.2012.11.005openalex-snapshot

Professional experience as a wicked problem in initial teacher education

inferred← citeshttps://doi.org/10.1016/j.tate.2013.04.009openalex-snapshot

Context perspectives in a Taiwan junior high school

inferred← citeshttps://doi.org/10.1016/j.tate.2013.07.012openalex-snapshot

How different mentoring approaches affect beginning teachers' development in the first years of practice

inferred← citeshttps://doi.org/10.1016/j.tate.2014.04.006openalex-snapshot

Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention of primary school teachers

inferred← citeshttps://doi.org/10.1016/j.tate.2014.05.001openalex-snapshot

Beginning teachers' experience of the workplace learning environment in alternative teacher certification programs: A mixed methods approach

inferred← citeshttps://doi.org/10.1016/j.tate.2014.07.001openalex-snapshot

Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development

inferred← citeshttps://doi.org/10.1016/j.tate.2014.08.004openalex-snapshot

A national survey of induction and mentoring: How it is perceived within communities of practice

inferred← citeshttps://doi.org/10.1016/j.tate.2014.08.005openalex-snapshot

Mentor teachers: Their perceived possibilities and challenges as mentor and teacher

inferred← citeshttps://doi.org/10.1016/j.tate.2016.03.016openalex-snapshot

Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts

inferred← citeshttps://doi.org/10.1016/j.tate.2018.06.010openalex-snapshot

The use of teacher leader roles in an online induction support system

inferred← citeshttps://doi.org/10.1016/j.tate.2018.10.006openalex-snapshot

Exploring mentors' roles and feedback strategies to analyze the quality of mentoring dialogues

inferred← citeshttps://doi.org/10.1016/j.tate.2019.06.018openalex-snapshot

Development of trainee teachers' analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers

inferred← citeshttps://doi.org/10.1016/j.tate.2019.102933openalex-snapshot

The networking teacher in action: A qualitative analysis of early career teachers' induction process

inferred← citeshttps://doi.org/10.1016/j.tate.2020.103118openalex-snapshot

Early career mathematics teachers: Concepts, methods, and strategies for comparative international research

inferred← citeshttps://doi.org/10.1016/j.tate.2021.103321openalex-snapshot

Making sense of early-career teacher support, satisfaction, and commitment

inferred← citeshttps://doi.org/10.1016/j.tate.2021.103345openalex-snapshot

Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction

inferred← citeshttps://doi.org/10.1016/j.tate.2021.103546openalex-snapshot

Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction

inferred← citeshttps://doi.org/10.1016/j.tate.2021.103575openalex-snapshot

The levels of use approach as a framework for understanding factors associated with the sustainable implementation of physically active lessons

inferred← citeshttps://doi.org/10.1016/j.tate.2023.104111openalex-snapshot

Can even one adult please just listen to me? Rethinking the mentoring of beginning teachers by positioning secondary students as guides

inferred← citeshttps://doi.org/10.1016/j.tate.2023.104168openalex-snapshot

Burnout, motivation, and (de-)motivating teaching style in different phases of a teaching career

inferred← citeshttps://doi.org/10.1016/j.tate.2024.104910openalex-snapshot

Reframing new teacher induction: Opportunities over deficiencies

inferred← citeshttps://doi.org/10.1016/j.tate.2026.105610openalex-snapshot

Reimagining mentorship in language teacher education through a relation-centered transpositional framework and a TEAM practice model

inferred← citeshttps://doi.org/10.1024/1010-0652/a000075openalex-snapshot

Professionalisierung von Lehrerinnen und Lehrern: Editorial zum Themenheft

inferred← citeshttps://doi.org/10.1024/1010-0652/a000078openalex-snapshot

Berufliche Beanspruchung angehender Lehrkräfte: Die Effekte von Persönlichkeit, pädagogischer Vorerfahrung und professioneller Kompetenz

inferred← citeshttps://doi.org/10.1080/00043125.2020.1746162openalex-snapshot

Envisioning Future-Oriented Mentoring With Early Career Teachers Through Evocative Analysis

inferred← citeshttps://doi.org/10.1080/00131725.2022.2048758openalex-snapshot

Facilitating Classroom Management Development in Teacher Education

inferred← citeshttps://doi.org/10.1080/00313831.2025.2587956openalex-snapshot

Principals’ proactive and reactive leadership strategies in utilizing newly qualified teachers as assets

inferred← citeshttps://doi.org/10.1080/00393541.2019.1700068openalex-snapshot

Holding Paradox: Activating the Generative (Im)possibility of Art Education Through Provocative Acts of Mentoring With Beginning Art Teachers

inferred← citeshttps://doi.org/10.1080/00405841.2010.487754openalex-snapshot

Constructing a Clear Path to Accomplished Teaching

inferred← citeshttps://doi.org/10.1080/01443410.2015.1008403openalex-snapshot

Influencing the psychological well-being of beginning teachers across three years of teaching: self-efficacy, stress causes, job tension and job discontent

inferred← citeshttps://doi.org/10.1080/01626620.2009.10734453openalex-snapshot

Characteristics of Highly Effective Cooperating Teachers: A Study of Their Backgrounds and Preparation

inferred← citeshttps://doi.org/10.1080/01626620.2010.549705openalex-snapshot

Comprehensive Teacher Induction: A Vision Toward Transformative Teacher Learning

inferred← citeshttps://doi.org/10.1080/01626620.2011.620525openalex-snapshot

New Urban Teachers Experience Induction Coaching: “Moving Vision Toward Reality”

inferred← citeshttps://doi.org/10.1080/01626620.2015.1048010openalex-snapshot

Induction and Mentoring: Levels of Student Teacher Understanding

inferred← citeshttps://doi.org/10.1080/01626620.2016.1252285openalex-snapshot

“It Just Got Real:” Navigating the Affordances and Constraints of School-Based Learning in a Mathematics-Specific Induction Program

inferred← citeshttps://doi.org/10.1080/01626620.2019.1675199openalex-snapshot

How Feedback from Mentor Teachers Sustained Student Teachers through Their First Year of Teaching

inferred← citeshttps://doi.org/10.1080/02188791.2011.544056openalex-snapshot

Examining students’ affective commitment toward country: a case study of a Singapore primary school

inferred← citeshttps://doi.org/10.1080/02607476.2017.1286775openalex-snapshot

‘Elite’ career-changers and their experience of initial teacher education

inferred← citeshttps://doi.org/10.1080/02619768.2010.543672openalex-snapshot

Dual roles – conflicting purposes: a comparative study on perceptions on assessment in mentoring relations during practicum

inferred← citeshttps://doi.org/10.1080/02619768.2014.983068openalex-snapshot

Peer-group mentoring as a tool for teacher development

inferred← citeshttps://doi.org/10.1080/03057267.2014.980559openalex-snapshot

Supporting newly hired teachers of science: attaining teacher professional standards

inferred← citeshttps://doi.org/10.1080/0305764x.2016.1214238openalex-snapshot

‘These are not the realities I imagined’: an inquiry into the lost hopes and aspirations of beginning teachers

inferred← citeshttps://doi.org/10.1080/03323315.2016.1227720openalex-snapshot

Underwhelmed and playing it safe: newly qualified primary teachers’ mentoring and probationary-related experiences during induction

inferred← citeshttps://doi.org/10.1080/08878730.2012.685797openalex-snapshot

Coaches' and New Urban Teachers' Perceptions of Induction Coaching: Time, Trust, and Accelerated Learning Curves

inferred← citeshttps://doi.org/10.1080/09518398.2020.1735557openalex-snapshot

Reimagining social justice-oriented teacher preparation in current sociopolitical contexts

inferred← citeshttps://doi.org/10.1080/10665684.2015.1130477openalex-snapshot

Guest Editors’ Introduction: The State of Teachers of Color

inferred← citeshttps://doi.org/10.1080/10901027.2025.2491115openalex-snapshot

Foreign language teachers’ satisfaction of participating in an online induction program for preschool education

inferred← citeshttps://doi.org/10.1080/13540600903475462openalex-snapshot

Capturing mentor teachers' reflective moments during mentoring dialogues

inferred← citeshttps://doi.org/10.1080/13540602.2011.622553openalex-snapshot

What can experienced teachers learn from newcomers? Newly qualified teachers as a resource in schools

inferred← citeshttps://doi.org/10.1080/13540602.2015.1005870openalex-snapshot

Taking and teaching the test are not the same: a case study of first-year teachers’ experiences in high-stakes contexts

inferred← citeshttps://doi.org/10.1080/13540602.2018.1462790openalex-snapshot

Exploring teachers’ stories of writing: a narrative perspective

inferred← citeshttps://doi.org/10.1080/13540602.2023.2265823openalex-snapshot

Rate your coach: exploring ratings of coaching skills throughout teacher induction

inferred← citeshttps://doi.org/10.1080/13540602.2025.2482977openalex-snapshot

Navigating the early-career landscape: unpacking the role of induction in shaping beginning teachers’ intrinsic motivation, affection, and self-efficacy

inferred← citeshttps://doi.org/10.1080/13562517.2014.901952openalex-snapshot

Learning to teach in higher education: how to link theory and practice

inferred← citeshttps://doi.org/10.1080/13573322.2011.554537openalex-snapshot

Gender integration of a core content area teacher/athletic coach in the rural southeastern United States

inferred← citeshttps://doi.org/10.1080/1359866x.2010.542234openalex-snapshot

Professional learning places and spaces: the staffroom as a site of beginning teacher induction and transition

inferred← citeshttps://doi.org/10.1080/1359866x.2018.1441366openalex-snapshot

Slipping through the cracks: teachers who miss out on early career support

inferred← citeshttps://doi.org/10.1080/13603116.2021.1879956openalex-snapshot

Demographic, school-organisational and emotional characteristics of the absorption accompaniment process of novice teachers in Arab society in Israel

inferred← citeshttps://doi.org/10.1080/13611267.2011.564348openalex-snapshot

Effects of Mentoring Programs on New Teacher Retention: A Literature Review

inferred← citeshttps://doi.org/10.1080/13611267.2012.645600openalex-snapshot

Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices

inferred← citeshttps://doi.org/10.1080/13611267.2016.1163636openalex-snapshot

Conceptions and Expectations of Mentoring Relationships in a Teacher Education Reform Context

inferred← citeshttps://doi.org/10.1080/13611267.2017.1415796openalex-snapshot

Motivation coaching training for instructional coaches: a pilot study of motivational interviewing skills training

inferred← citeshttps://doi.org/10.1080/13664530.2013.813763openalex-snapshot

Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?

inferred← citeshttps://doi.org/10.1080/13664530.2013.878743openalex-snapshot

Connecting the continuum: a university-based induction program to improve teacher quality

inferred← citeshttps://doi.org/10.1080/13664530.2014.947436openalex-snapshot

The newly qualified teacher in the working community

inferred← citeshttps://doi.org/10.1080/13664530.2016.1202311openalex-snapshot

Professional primary school teacher identity development: a pursuit in line with an unexpressed image

inferred← citeshttps://doi.org/10.1080/13664530.2016.1267036openalex-snapshot

Learning to mentor: unravelling routine practice to develop adaptive mentoring expertise

inferred← citeshttps://doi.org/10.1080/13664530.2018.1450778openalex-snapshot

The role of university-based induction in beginning elementary teacher enactment of effective mathematics teaching

inferred← citeshttps://doi.org/10.1080/13664530.2019.1685588openalex-snapshot

Newly qualified teachers’ support needs in developing professional competences: the principal’s viewpoint

inferred← citeshttps://doi.org/10.1080/13664530.2022.2027812openalex-snapshot

Faculty induction program for newly recruited teachers of higher education: a case study

inferred← citeshttps://doi.org/10.1080/13664530903335608openalex-snapshot

Professional development experiences of physical education teachers in Botswana: epistemological implications

inferred← citeshttps://doi.org/10.1080/13803611003722325openalex-snapshot

Supporting and retaining beginning teachers: a validity study of the Perceptions of Success Inventory for Beginning Teachers

inferred← citeshttps://doi.org/10.1080/15244113.2012.734431openalex-snapshot

Toward a More Effective Mentoring Model: An Innovative Program of Collaboration

inferred← citeshttps://doi.org/10.1080/1547688x.2011.574586openalex-snapshot

Targeted Comprehensive Induction for Urban Educators: An Exploration of Teacher Motivation and Retention

inferred← citeshttps://doi.org/10.1080/1547688x.2014.925741openalex-snapshot

Collaborative Lesson Planning as Professional Development for Beginning Primary Teachers

inferred← citeshttps://doi.org/10.1080/1547688x.2021.1940406openalex-snapshot

Early Career Teaching Progression: Examining Canadian Teachers’ Experiences During their First Five Years in the Profession

inferred← citeshttps://doi.org/10.1080/15700763.2014.997937openalex-snapshot

Supporting Data-Informed Practice Among Early Career Teachers: The Role of Mentors

inferred← citeshttps://doi.org/10.1080/19415257.2012.729221openalex-snapshot

Evaluating the efficacy of Mathematics, Science and Technology Teacher Preparation academies in Texas

inferred← citeshttps://doi.org/10.1080/19415257.2012.754783openalex-snapshot

The impact of mentor education: does mentor education matter?

inferred← citeshttps://doi.org/10.1080/19415257.2013.833131openalex-snapshot

Evidence of mentor learning and development: an analysis of New Zealand mentor/mentee professional conversations

inferred← citeshttps://doi.org/10.1080/19415257.2014.886282openalex-snapshot

Early childhood teachers’ perceived competence during transition from teacher education to work: results from a longitudinal study

inferred← citeshttps://doi.org/10.1080/19415257.2015.1084645openalex-snapshot

Mentoring ‘inside’ the action of teaching: induction coaches’ perspectives and practices

inferred← citeshttps://doi.org/10.1080/19415257.2018.1441173openalex-snapshot

‘You have to prove yourself, initiate projects, be active’: the role of novice teachers in their own induction process

inferred← citeshttps://doi.org/10.1080/19415257.2018.1465449openalex-snapshot

A study of mentors in Wales ‘coming to closure’

inferred← citeshttps://doi.org/10.1080/19415257.2021.1879226openalex-snapshot

Alternatively certified teachers’ perceptions of new teacher induction

inferred← citeshttps://doi.org/10.1080/19415257.2021.1955734openalex-snapshot

Induction Coaches’ experiences with video-augmented coaching in a video club model

inferred← citeshttps://doi.org/10.1080/19415257.2022.2147577openalex-snapshot

University teaching induction programmes. A systematic literature review

inferred← citeshttps://doi.org/10.1080/19415257.2025.2550987openalex-snapshot

Professional development, teacher job satisfaction, and work engagement: a needs–supplies fit approach

inferred← citeshttps://doi.org/10.1080/2331186x.2014.967477openalex-snapshot

Understanding beginning teacher induction: A contextualized examination of best practice

inferred← citeshttps://doi.org/10.1080/2331186x.2015.1028713openalex-snapshot

Reconceptualizing beginning teacher induction as organizational socialization: A situated learning model

inferred← citeshttps://doi.org/10.1080/2331186x.2017.1415630openalex-snapshot

Mentoring and early years practitioners: Investigating the influence of higher education qualifications and social support

inferred← citeshttps://doi.org/10.1080/25783858.2022.2086060openalex-snapshot

Mentoring programme and the transition of beginning teachers: view of the insiders

inferred← citeshttps://doi.org/10.1086/683134openalex-snapshot

Mentor Policy and the Quality of Mentoring

inferred← citeshttps://doi.org/10.1093/obo/9780199756810-0048openalex-snapshot

Teacher Training and Development

inferred← citeshttps://doi.org/10.1093/obo/9780199756810-0077openalex-snapshot

Beginning-Teacher Induction

inferred← citeshttps://doi.org/10.1108/978-1-60752-465-620251017openalex-snapshot

Professional Development

inferred← citeshttps://doi.org/10.1108/978-1-64113-301-220251004openalex-snapshot

”I Feel Like Edith Piaf”

inferred← citeshttps://doi.org/10.1108/978-1-64113-301-220251006openalex-snapshot

Career Changers’ Experiences as Neophyte Middle School ESL Teachers

inferred← citeshttps://doi.org/10.1108/978-1-64802-386-620251010openalex-snapshot

School Administrators? Engagement in Teacher Induction

inferred← citeshttps://doi.org/10.1108/978-1-68123-802-920251010openalex-snapshot

National Requirements For Secondary Science Preparation

inferred← citeshttps://doi.org/10.1108/book-978-1-60752-403-820251010openalex-snapshot

Connecting Urban Teaching and Learning

inferred← citeshttps://doi.org/10.1108/et-09-2023-0385openalex-snapshot

Ensuring a smooth landing for starting VET teachers: integrating induction and HRM practices

inferred← citeshttps://doi.org/10.1108/ijmce-02-2019-0035openalex-snapshot

The impact of mentoring on the Canadian early career teachers’ well-being

inferred← citeshttps://doi.org/10.1108/ijmce-02-2019-0036openalex-snapshot

“I love this stuff!”: a Canadian case study of mentor–coach well-being

inferred← citeshttps://doi.org/10.1108/ijmce-04-2017-0030openalex-snapshot

Preparing teachers to mentor beginning teachers: an Australian case study

inferred← citeshttps://doi.org/10.1108/ijmce-10-2019-0096openalex-snapshot

“First meetings”: constructive first encounters between pre-service teachers and their mentors

inferred← citeshttps://doi.org/10.1108/ijmce-10-2022-0088openalex-snapshot

Early career mentoring in England: a case study of professional discretion and policy disconnection

inferred← citeshttps://doi.org/10.1108/ijmce-12-2017-0078openalex-snapshot

Challenges and complexities of developing mentors’ practice: insights from new mentors

inferred← citeshttps://doi.org/10.1108/jpcc-10-2022-0056openalex-snapshot

“I need to continually study and broaden my horizons”: a narrative inquiry of a novice teacher's induction experience in China

inferred← citeshttps://doi.org/10.1111/ejed.12083openalex-snapshot

Editorial

inferred← citeshttps://doi.org/10.1111/ejed.12258openalex-snapshot

Mentoring and teachers’ professional development in Albania

inferred← citeshttps://doi.org/10.1111/j.1467-8535.2008.00900.xopenalex-snapshot

Use of three‐dimensional (3‐D) immersive virtual worlds in K‐12 and higher education settings: A review of the research

inferred← citeshttps://doi.org/10.1111/ssm.12392openalex-snapshot

Influence of mentoring and professional communities on the professional development of a cohort of early career secondary mathematics and science teachers

inferred← citeshttps://doi.org/10.1111/ssm.12539openalex-snapshot

“Students were just sticky notes on JamBoard”: A first‐year biology teacher's story of 2020–2021

inferred← citeshttps://doi.org/10.1123/kr.2013-0006openalex-snapshot

The Socialization of Teachers in Physical Education: Review and Recommendations for Future Works

inferred← citeshttps://doi.org/10.1145/3303770openalex-snapshot

Computer Science Pedagogical Content Knowledge

inferred← citeshttps://doi.org/10.1177/00220574231196558openalex-snapshot

Exploring a Teacher Residency as a Recruitment and Retention Strategy for High-Need Districts

inferred← citeshttps://doi.org/10.1177/0022429413508410openalex-snapshot

“Staying On Our Feet”

inferred← citeshttps://doi.org/10.1177/0022487111409416openalex-snapshot

Cacophony or Embarrassment of Riches

inferred← citeshttps://doi.org/10.1177/0022487113511643openalex-snapshot

Formal and Informal Mentoring

inferred← citeshttps://doi.org/10.1177/0022487118778539openalex-snapshot

Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform

inferred← citeshttps://doi.org/10.1177/00317217231174708openalex-snapshot

Untying the double bind

inferred← citeshttps://doi.org/10.1177/0042085916685763openalex-snapshot

Novice Teachers’ Experiences in High-Poverty Schools: An Integrative Literature Review

inferred← citeshttps://doi.org/10.1177/016146811211401406openalex-snapshot

Creating Conditions for Serious Mentoring: Implications for Induction Policy

inferred← citeshttps://doi.org/10.1177/0192636512447132openalex-snapshot

Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers

inferred← citeshttps://doi.org/10.1177/0741932516664790openalex-snapshot

Cultivating a Community of Effective Special Education Teachers

inferred← citeshttps://doi.org/10.1177/07419325211068170openalex-snapshot

Disparities in Teachers’ Access to Schools’ Collective Social Assets Based on Role, Race, and Poverty

inferred← citeshttps://doi.org/10.1177/0895904809341466openalex-snapshot

The Evolution of New Teacher Induction Policy

inferred← citeshttps://doi.org/10.1177/105268461002000404openalex-snapshot

Revealing the Principal's Role in the Induction Process: Novice Teachers Telling Their Stories

inferred← citeshttps://doi.org/10.1177/1052684618825086openalex-snapshot

Distributed Leadership in Context: Teacher Leaders’ Contributions to Novice Teacher Induction

inferred← citeshttps://doi.org/10.1177/1057083709344691openalex-snapshot

Book Review: Michael Strong Effective Teacher Induction and Mentoring: Assessing the Evidence New York : Teachers College Press, 2009. 160 pp. $25.95. ISBN 0807749338

inferred← citeshttps://doi.org/10.1177/1356336x09345235openalex-snapshot

Being influenced or being an influence: New teachers’ induction experiences

inferred← citeshttps://doi.org/10.1177/1365480215596223openalex-snapshot

The School-Community Integrated Learning pathway: Exploring a new way to prepare and induct final-year preservice teachers

inferred← citeshttps://doi.org/10.1177/1478210315615475openalex-snapshot

Pursuing lines of flight: Enacting equity-based preservice teacher learning in first-year teaching

inferred← citeshttps://doi.org/10.1177/1741143211427981openalex-snapshot

Do Beginning Teachers Receive Adequate Support from Their Headteachers?

inferred← citeshttps://doi.org/10.1177/1741143215587309openalex-snapshot

Human Resource Architectures for New Teachers in Flemish Primary Education

inferred← citeshttps://doi.org/10.1177/1741143217745878openalex-snapshot

The influence of principals on the hidden curriculum of induction

inferred← citeshttps://doi.org/10.1177/1746197911432590openalex-snapshot

Grappling with social justice: Exploring new teachers’ practice and experiences

inferred← citeshttps://doi.org/10.1177/2158244017706710openalex-snapshot

Challenges and Solutions: The Experiences of Newly Qualified Science Teachers

inferred← citeshttps://doi.org/10.1177/8755123314547910openalex-snapshot

Beyond Mentoring

inferred← citeshttps://doi.org/10.1186/s43031-024-00100-0openalex-snapshot

Moving from surviving to thriving: a taxonomy of beginning science teacher challenges

inferred← citeshttps://doi.org/10.12794/metadc500054openalex-snapshot

The Impact of Teacher Quality on Reading Achievement of Fourth Grade Students: an Analysis of the 2007, 2009, 2011, and 2013 National Assessment of Educational Progress (Naep)

inferred← citeshttps://doi.org/10.14221/ajte.2012v37n7.1openalex-snapshot

How Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching

inferred← citeshttps://doi.org/10.14221/ajte.2016v41n10.4openalex-snapshot

Mentoring beginning teachers and goal setting

inferred← citeshttps://doi.org/10.14418/wes01.1.584openalex-snapshot

You Can't Teach What You Don't Know: Examining and Improving Teacher Preparation

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