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Professional learning
Induction
Spindler, J., and Biott, C. (2000) Target setting in the induction of newly qualified teachers: emerging colleagueship in a context of performance management. Educational Research , 42 (3), 275-285
Dymoke, S., and Harrison, J. (2006) Professional development and the beginning teacher: issues of teacher autonomy and institutional conformity in the performance review process. Journal of Education for Teaching , 32 (1), 71-93
Jones, M. (2002) Qualified to Become Good Teachers: a case study of ten newly qualified teachers during their year of induction Journal of In-Service Education, 28 (3), 09-526
Jones, M. (2005) Fitting in, feeling excluded or opting out? an investigation into the socialisation process of newcomers to the teaching profession in secondary schools in England Journal of In-Service Education, 31 (3), 509-526
Jones, M. (2003). Reconciling personal and professional values and beliefs with the reality of teaching: findings from an evaluative case study of 10 newly qualified teachers during their year of induction. Teacher Development , 7 (3), 385-402
Smethem, L., and Adey, K. (2005) Some effects of statutory induction on the professional development of newly qualified teachers: a comparative study of pre- and post-induction experiences. Journal of Education for Teaching , 31 (3), 187-201
Williams, A., Prestage, S., and Bedward, J. (2001) Individualism to Collaboration: the significance of teacher culture to the induction of newly qualified teachers. Journal of Education for Teaching , 27 (3), 253-268
Findlay , K. (2006) Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year Journal of In-Service Education, 32 (4), 511-532
Harrison, J., Lawson T. and Wortley A. (2005) Action Research and the Professional Development of Induction Tutors: some unforeseen impacts and pitfalls. What Do We Learn? Journal of In-Service Education, 31 (1), 83-104
Hodkinson, A. (2006) Career Entry Development Profiles and the statutory induction arrangements in England : a model of effective practice for the professional development of newly qualified teachers? Journal of In-Service Education, 32 (3), 287-300
Martin, M. and Rippon J. (2005) Everything is fine: the experience of teacher induction Journal of In-Service Education, 31 (3), 527-544
Parkinson, J. and Pritchard J. (2005) The Induction Experiences of Newly Qualified Secondary Teachers in England and Wales Journal of In-Service Education, 31 (1), 63–82
Heaney, S. (2001) Experience of Induction in One Local Education Authority Mentoring and Tutoring: Partnership in Learning, 9 (3), 241-254
O'Brien, J. and Christie F. (2005) Characteristics of support for beginning teachers: evidence from the new Teacher Induction Scheme in Scotland Mentoring and Tutoring: Partnership in Learning, 13 (2), 189 -203
Rippon, J. and Martin M. (2003) Supporting Induction: relationships count Mentoring and Tutoring: Partnership in Learning, 11 (2), 211-226
McNally, J. (2003) Right at the start: An agenda for research and development in teacher education. Teacher Development , 7 (1), 59-73.
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