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Journal articles on the topic 'Expectations of Novice Teachers'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Khan, Aftab, Farooq Nawaz Khan, Sajjad Hussain, Fazal Wajid, and Noor Ul Ahad Mian. "Bridging the Gap: Exploring Professional Expectations of Novice Teachers from Veteran Secondary School Teachers." Knowledge 4, no. 1 (2025): 105–15. https://doi.org/10.63062/tk/2k24a.31040.

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This paper explores the professional expectations of novice teachers from veteran secondary school teachers and their effect on the workplace environment. The research methodology was based on the qualitative-interpretive approach. The participants were 10 novice teachers from different Government High Schools, and thematic analysis was conducted. The findings described a gap between novice teachers' expectations from veteran teachers and its effect on the workplace environment in case of a shortfall of expectations. The researchers recommend focusing on an individual guidance program for ever

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2

Watson, Scott B. "Novice Science Teachers: Expectations and Experiences." Journal of Science Teacher Education 17, no. 3 (2006): 279–90. http://dx.doi.org/10.1007/s10972-006-9010-y.

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3

Crawford, Megan. "Novice head teachers in Scotland: competing expectations." School Leadership & Management 32, no. 3 (2012): 279–90. http://dx.doi.org/10.1080/13632434.2012.669365.

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Booth, Paul, Isabelle Guinmard, and Elizabeth Lloyd. "The perceptions of a situated learning experience mediated by novice teachers’ autonomy." EuroCALL Review 25, no. 1 (2017): 76. http://dx.doi.org/10.4995/eurocall.2017.7081.

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<p>With the development of online language learning comes a growing need for courses in language teaching to incorporate educational technologies into course content. The challenge this development poses is how to incorporate educational technologies in teacher education programmes to prepare teachers for online language teaching. This study explores the way in which an authentic environment of English online and at a distance is facilitated by novice teachers and how their perceptions of the experience influence their own autonomy. The article presents how novice teachers cope with the

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Zhukova, Olena. "NOVICE TEACHERS' BELIEFS ABOUT PROBLEM-BASED LEARNING APPROACH, AND TEACHING PRACTICES." CBU International Conference Proceedings 5 (September 23, 2017): 901–9. http://dx.doi.org/10.12955/cbup.v5.1046.

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This article presents the results of the pilot study conducted with the aim to examine novice teachersâ€™ pedagogical beliefs and challenges regarding the implementation of a problem-based learning (PBL) approach in the EFL classroom. The relationship and discrepancies between novice teachersâ€™ pedagogical beliefs and actual classroom practices were also investigated. In total 25 novice teachers of English as a foreign language (EFL) with up to 3 years of teaching experience participated in the study. The data for the present study were collected from face-to-face semi-structured interviews a

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Cendra, Anastasia Nelladia. "Indonesian Novice English Teachers’ Identity Formation." IJET (Indonesian Journal of English Teaching) 8, no. 1 (2019): 41–53. http://dx.doi.org/10.15642/ijet2.2019.8.1.41-53.

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In the early years of teaching, beginning teachers should make a lot of adjustments while dealing with many expectations from others, which may cause some tensions for them. Under a narrative inquiry framework, the researcher collected reflective stories of five Indonesian beginning teachers of English language and interviewed them to examine common tensions experienced and how they cope with these tensions. The findings revealed 19 kinds of tensions they were facing, ranging from the more common tensions to contextual tensions. Furthermore, four common coping strategies were identified, namel

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Jiang, Qing-Yu, and Youn-Chul Choi. "The professional adaptation experiences of novice kindergarten teachers with bachelor's degrees in China." korean Jouranl of Early Childhood Education 26, no. 4 (2024): 434–58. https://doi.org/10.15409/riece.2024.26.4.17.

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The number of novice kindergarten teachers with bachelor’s degrees in China has grown significantly over the past decade. From 2011 to 2021, graduates majoring in early childhood education increased by over 230,000, reflecting a rapid expansion in degree holders. However, since 2022, enrollment in early childhood education programs has declined, partly due to the growing number of novice teachers struggling with job adaptation. This highlights the need for support in career preparation and adaptation.This study examines the challenges faced by these teachers during their initial career stages

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Friedman, Isaac A. "Organizational expectations of the novice teacher." Social Psychology of Education 7, no. 4 (2004): 435–61. http://dx.doi.org/10.1007/s11218-004-3639-1.

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Hunt, Tiffany J., and Bud Hunt. "New Voices: A Revelation Regarding the Potential Benefits of Low Expectations." English Journal 95, no. 6 (2006): 76–79. http://dx.doi.org/10.58680/ej20065012.

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Cooksey, Ray W., Peter Freebody, and Graham R. Davidson. "Teachers’ Predictions of Children’s Early Reading Achievement: An Application of Social Judgment Theory." American Educational Research Journal 23, no. 1 (1986): 41–64. http://dx.doi.org/10.3102/00028312023001041.

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We present and implement a framework for studying teachers’ informal expectations in the context of reading education. The framework is called Social Judgment Theory (SJT) and it entails an idiographic analysis of various aspects of cues used to form policies and make judgments. Major attention focuses on the relative importance attached to each cue and the overall relationship between the pattern used by the teacher and the pattern that actually obtains in the reading ecology. Preliminary work is described that examines the expectation policies of novice teachers when considering potential ac

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Zakiah, Puji Ismi, and Rika Mutiara. "Challenges and Supports of Novice English Teachers in Initial Year of Teaching." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 6, no. 1 (2024): 93. https://doi.org/10.32503/edulink.v6i1.5178.

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The importance of investigating novice English teachers' experiences cannot be overstated, as it plays a crucial role in addressing the challenges they encounter during their initial years of teaching. Past observations have highlighted support as a key strategy for overcoming the difficulties faced by novice English teachers. This study focuses on novice English teachers at a primary school and a language training center in Jakarta Barat area, selected based on their teaching experience of fewer than five years. The main objectives of this study are to identify the challenges they confronted

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Cann, Colette, and Janette Hernandez. "Dealing with resistant teachers while maintaining the vision: How novice social justice leaders “do” instructional leadership." Journal of Transformative Leadership & Policy Studies 2, no. 1 (2010): 47–64. http://dx.doi.org/10.36851/jtlps.v2i1.457.

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This research examines how novice social justice leaders provide instructional leadership to underperforming, resistant teachers in urban schools. Using a critical race theoretical framework, we analyze seventy-five oral stories told by novice leaders during a leadership support program. We find that these leaders, limited in their repertoire of strategies and motivated to quickly improve the classroom experiences of their youth, define instructional leadership as monitoring and “evaluating out” teachers who do not meet their expectations for instruction. Such instructional leadership results

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Tok, Türkay Nuri, and Şükran Tok. "Novice teachers’ classroom management self efficacy beliefs." Journal of Human Sciences 13, no. 3 (2016): 5595. http://dx.doi.org/10.14687/jhs.v13i3.4178.

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This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin

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Wahi, Wahiza, and Nur Fatihah Syahirah Ahmad Fadzil. "Readiness and Challenges of Novice Teachers: A Case Study at a Private School." International Journal of Research and Innovation in Social Science IX, no. I (2025): 4431–38. https://doi.org/10.47772/ijriss.2025.9010336.

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This study investigates the readiness and challenges faced by novice teachers at a private school, drawing attention to the distinct nature of educational environments compared to public schools. As private institutions increasingly attract early-career educators, transitional difficulties emerge, stemming from differing expectations, diverse student needs, and unique institutional cultures. Drawing on data gathered from classroom observations and interviews with three novice teachers, this study explores their experiences and examines how their training equipped them for the realities of teac

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Randi, Judy. "Exploring Options: From Preparation to Placements." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (2017): 1–32. http://dx.doi.org/10.1177/016146811711901402.

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This article describes and compares the preparation experiences of the 25 exemplar elementary, secondary English, and math teachers entering teaching through college-based (CB) programs or the New Jersey Teacher Education Project, one of the nation's first alternative routes (AR) to certification. The article then follows these teachers into their first experience “on the other side of the desk.” For CB candidates, their initial foray into teaching occurred in a classroom “borrowed” from a mentor teacher, who worked side by side with the novice. For AR candidates immediately assigned to a clas

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Helleve, Ingrid, Marit Ulvik, and Dag Roness. "Expectations to mentoring as support for professional development." Nordisk tidsskrift for utdanning og praksis 13, no. 2 (2019): 56–75. http://dx.doi.org/10.23865/up.v13.1971.

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Mentoring is acknowledged as a means to support professional development for teachers. However, mentoring has multiple meanings and may be practiced as supervision, support or collaborative self-development for new as well as experienced teachers. The aim of this Norwegian study is to get an understanding of what expectations newly-qualified teachers, their mentors and their leaders have to mentoring and professional development and thereby to identify what kind of mentoring is needed. Data is collected through questionnaires and focus group conversations. The result shows a discrepancy betwee

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Rouf, Md Abdur. "EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations." Journal of NELTA 27, no. 1-2 (2022): 141–60. http://dx.doi.org/10.3126/nelta.v27i1-2.53200.

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This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations. Teachers’ induction phase is immensely signiﬁcant as they make a transition to the teaching profession. Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006).

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Cheng, May May-hung, and Wing-ming Cheung. "Comparing perceptions: the competence of novice teachers and the expectations of school principals." Asia Pacific Education Review 5, no. 2 (2004): 188–99. http://dx.doi.org/10.1007/bf03024956.

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19

BATTAL, Şeymanur, and Berrin AKMAN. "Responsive Classroom Management Practices in the Context of Preschool Teachers’ Professional Experiences." Cukurova University Faculty of Education Journal 51, no. 3 (2022): 1739–68. http://dx.doi.org/10.14812/cufej.1135750.

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Responsive classroom management can be achieved by the harmonious combination of many variables such as teacher and child characteristics. One of these variables is the professional experience of teachers. Professional experience affects teachers' practices, expectations and attitudes regarding children. Accordingly, the present study aimed to identify responsive classroom management practices within the context of pre-school teachers' professional experiences. The research sample consisted of 60 preschool teachers. The teachers' knowledge about responsive classroom management practices was id

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Yu, Wang, Lydia Foong Yoke-Yean, and Victor Goh Weng Yew. "The relationship between personality traits, professional identity and job involvement of novice kindergarten teachers in Zhejiang Province, China." Southeast Asia Early Childhood Journal 10, Special (2021): 139–49. http://dx.doi.org/10.37134/saecj.vol10.sp.12.2021.

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In China, recent social and economic development have resulted in further attention being given to the development of preschool education. Culturally, many Chinese parents have held high expectations of their children's early learning and academic success in later studies. Hence, a high-quality preschool service has become a contentious issue. The recent child abuse incidents involving various kindergarten teachers exposed by the media have increased parents and society's concerns about the personal qualities and mental health of kindergarten teachers. Novice teachers are an important part of

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Miranda, Criscel C., Khif Muamar M. Miranda, and Leonardo B. Pongos. "Lived Experiences of Novice Secondary School English Teachers in the Implementation of Modular Distance Learning in the Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 4 (2024): 1405–13. http://dx.doi.org/10.11594/ijmaber.05.04.25.

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As COVID-19 forced schools to shift to distance learning, the modular approach, in particular, became the most viable option for the continuity of learning. However, these sudden changes also brought unique experiences to novice teachers. This study explored the lived experiences of novice secondary school English teachers (NSSET) in Tagum City in implementing modular distance learning (MDL) in the context of the pandemic. Phenomenological inquiry based on Bronfenbrenner's ecological theory was used to explain the experiences of the eight (8) participants. Using validated researcher-made inter

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Youngs, Peter, Nathan Jones, and Mark Low. "How Beginning Special and General Education Elementary Teachers Negotiate Role Expectations and Access Professional Resources." Teachers College Record: The Voice of Scholarship in Education 113, no. 7 (2011): 1506–40. http://dx.doi.org/10.1177/016146811111300704.

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Background/Context Studies have found that within-field mentoring, collaboration with colleagues, and administrative support can increase new general education teacher commitment (Kapadia, Coca, & Easton, 2007; Smith & Ingersoll, 2004). In the area of special education, studies have reported that support from mentors and colleagues is associated with increased commitment among novices (Billingsley, Carlson, & Klein, 2004; Whitaker, 2000). Despite these advances, there has been little research on how beginning special educators make sense of the curricular, instructional, and role e

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Farrell, Thomas S. C., and Demi Yang. "Exploring an EAP Teacher’s Beliefs and Practices in Teaching L2 Speaking: A Case Study." RELC Journal 50, no. 1 (2017): 104–17. http://dx.doi.org/10.1177/0033688217730144.

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This article presents a case study that examined the beliefs and practices of one female English for Academic Purposes (EAP) teacher in relation to teaching second language (L2) speaking. Overall, the findings indicate that the teacher’s stated beliefs converge with her classroom practices. However, instances of divergence were also observed. Potential reasons for the patterns of divergence include the programme expectations, the need to maintain the instructional flow of the class, and the novice teacher’s lack of teaching experiences in an EAP programme. Results suggest the need for EAP teac

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Gavish, Bella, and Isaac A. Friedman. "Novice teachers as organisational people: expectations of a professional work environment, collegiality, recognition and respect." Educational Studies 37, no. 4 (2011): 451–67. http://dx.doi.org/10.1080/03055698.2010.540891.

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Aslam, Sarfraz, Abdulelah A. Alghamdi, Nisar Abid, and Tribhuwan Kumar. "Challenges in Implementing STEM Education: Insights from Novice STEM Teachers in Developing Countries." Sustainability 15, no. 19 (2023): 14455. http://dx.doi.org/10.3390/su151914455.

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Economic growth has been attributed to STEM education in many countries. It is widely recognized as crucial to improve science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups. In this age of the fourth Industrial Revolution, we are going through a rapid change. Several difficulties have been associated with STEM’s implementation, particularly troubling developing countries. In this article, we investigated STEM teachers’ unique challenges in their classroom experiences and how these factors influence their instructional practices an

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Sindberg, Laura K. "Elements of a Successful Professional Learning Community for Music Teachers Using Comprehensive Musicianship Through Performance." Journal of Research in Music Education 64, no. 2 (2016): 202–19. http://dx.doi.org/10.1177/0022429416648945.

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The purpose of this study was to examine the ways in which a professional learning community (PLC) of music teachers sustained growth as they sought to incorporate Comprehensive Musicianship Through Performance (CMP) in their teaching practices. Seven music teachers from a suburban school district in the upper Midwest participated in a PLC as they incorporated CMP into their bands, choirs, and orchestras over a 2-year period of data collection. Findings of this collective case study describe the process of implementing CMP, reinforce the importance of a collaborative culture, and consider the

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Desimone, Laura M., Eric D. Hochberg, and Jennifer Mcmaken. "Teacher Knowledge and Instructional Quality of Beginning Teachers: Growth and Linkages." Teachers College Record: The Voice of Scholarship in Education 118, no. 5 (2016): 1–54. http://dx.doi.org/10.1177/016146811611800507.

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Background/Context We lack strong and consistent information about which measures of knowledge matter most for good teaching and student learning, and what are trajectories of improvement for novice teachers. Research Questions We explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching, the relationship between Mathematical Knowledge for Teaching (MKT) and more distal measures such as certification. Sample We studied 45 middle school math teachers in their first two years of teaching, in 11 districts of varying size and urban status in t

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Wang, Yu, Lydia Foong Yoke-Yean, and Noryati Alias. "Personality Traits and Job Involvement of Novice Kindergarten Teachers in Zhejiang Province China: Towards a Sustainable Workforce Development." International Journal of Education and Humanities 13, no. 1 (2024): 155–60. http://dx.doi.org/10.54097/w7qqwk52.

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In China, there is an increasing attention in the quality of preschool education due to the recent social and economic development. The teaching workforce is the key to quality preschool education, and the level of competency and professionalism will affect the development of preschool education and the sustainability of its workforce. With the increase in expectations for preschool teachers in China, there is a need to ensure that right candidates are selected for the job. Hence, the study on the relationship between the preschool teachers’ personality traits and their job involvement is nece

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Florida, Nancy Agatha, and Concilianus Laos Mbato. "Novice Versus Experienced Teachers: How They Transform Their Vulnerability Into Professional Identity in an Indonesian Junior High School." Journal of Education Research and Evaluation 4, no. 1 (2020): 8. http://dx.doi.org/10.23887/jere.v4i1.23959.

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The quality of education is influenced by many factors, one of which is the quality of the teachers. In the spirit of fostering a strong and resilient young generation, teachers in the capital city of Nusa Tenggara Timur (NTT), Kupang, attempted to break through their limitations in order to form their identity. This research investigated how novice and experienced teachers shifted their vulnerability into professional identity and to what extent this strategy impacted on their professional identity construction in a Junior High School in Kupang. This research presented a thematic analysis on

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Wen-Cheng, Wang, Lin Chien-Hung, and Lee Chung-Chieh. "Thinking of the Textbook in the ESL/EFL Classroom." English Language Teaching 4, no. 2 (2011): 91. http://dx.doi.org/10.5539/elt.v4n2p91.

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Textbooks provide novice teachers with guidance in course and activity design; it assures a measure of structure, consistency, and logical progression in a class; It meets a learner’s needs or expectations of having something concrete to work from and take home for further study; It may provide multiple resources: tapes, CDs, videos, self-study workbooks etc. While the quality of ESL reading textbooks has improved dramatically in recent years, the process of selecting an appropriate text has not become any easier for most teachers and administrators. Thus, the paper discusses for evaluating re

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Hamilton, John. "Attribution, referencing and commencing HE students as novice academic writers: Giving them more time to ‘get it’." Student Success 7, no. 2 (2016): 43–49. http://dx.doi.org/10.5204/ssj.v7i2.340.

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The requirement for commencing higher education students to apply principles of attribution in their early academic writing frequently creates frustration both for students and academic teaching staff. Teachers often provide information on the necessity of attribution, and considerable detail on the mechanics of how to reference, and express frustration at the failure of some students to demonstrate this in their writing. In turn, many students appear overwhelmed and confused by the expectations placed on them as early academic writers. This paper explores these expectations and questions curr

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M Bowes, Jennifer. "From theory to practice: Issues arising for a novice home visitor." Australian Journal of Primary Health 10, no. 1 (2004): 83. http://dx.doi.org/10.1071/py04012.

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Home visiting has been widely viewed as an effective part of prevention and early intervention programs for children in their first few years of life. The actual practice of home visiting involves skills and decision-making that may be new or challenging to the novice home visitor. These reflections follow two years of home visiting as part of the Parents as Teachers program, and of teaching in professional development courses about home visiting. The paper presents examples of issues arising in my own experience as well as the experiences of others reported in professional development session

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Zhetpisbayeva, A. B., A. Ye Seilkhanova, G. B. Sarzhanova, E. Cem, and B. R. Ospanova. "Predictive modelling of burnout among Kazakhstani English teacher candidates." Education and science journal 23, no. 2 (2021): 71–93. http://dx.doi.org/10.17853/1994-5639-2021-2-71-93.

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Introduction. In Kazakhstan, 55% of English pre-service teacher candidates do not plan to work in public schools after graduation. The current quantitative study, using statistical analysis, sought to determine the causes of this phenomenon.The aim of the present research was to determine the probability of early career burnout among future English teachers using predictive modeling.Methodology and research methods. To create a predictive model, the authors used the following statistical data analysis tools: factor analysis, ordinal regression, and the Сhi-square test. The selection of the abo

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Wang, Tiange, and Jin Sook Lee. "“A Total Warp”? Negotiating teacher authority in a Chinese heritage language classroom." Journal of Language Teaching 5, no. 1 (2025): 1–13. https://doi.org/10.54475/jlt.2025.003.

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This study explores the experiences of a novice teacher in a Chinese heritage language classroom who reexamines and reconceptualizes her understanding of teacher authority as her pedagogical practices are met with resistance from students. It highlights how differing expectations between teachers and students shape classroom interactions, teaching practices, and learning opportunities. Through a collaborative action research model, this study makes visible the process of negotiating teacher authority in a heritage language class and the pedagogical adjustments that followed. The findings not o

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Garton, Sue. "“This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education." International Journal of Learning, Teaching and Educational Research 19, no. 10 (2020): 371–87. http://dx.doi.org/10.26803/ijlter.19.10.21.

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The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a

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Danilov, Sergey V., Lyubov P. Shustova, Galina I. Simonova, and Elena N. Pechenkina. "Developing the value orientations of young educators as a predictor of professional activity." Perspectives of Science and Education 56, no. 2 (2022): 573–89. http://dx.doi.org/10.32744/pse.2022.2.34.

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Introduction. According to world statistics, some of the young teachers leave educational organizations. The reason is in the “axiological conflict”: the contradiction between the value orientations of the teacher himself and the values of the education system. The desire to resolve this contradiction determines the purpose of the study: to determine the content and methods of forming the value orientations of young teachers as a predictor of their professional detail. Materials and methods. The theoretical part of the study is based on the analysis and generalization of primary sources on the

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Windschitl, Mark, Jessica Thompson, and Melissa Braaten. "Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why?" Teachers College Record: The Voice of Scholarship in Education 113, no. 7 (2011): 1311–60. http://dx.doi.org/10.1177/016146811111300702.

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Background/Context The collegial analysis of student work artifacts has been effective in advancing the practice of experienced teachers; however, the use of such strategies as a centerpiece for induction has not been explored, nor has the development of tool systems to support such activity with novices. Purpose/Objective We tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2)

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Hidayah, Fathi Hidayah. "ACTFL معيار جودة تعليم اللغة العربية في المدرسة الثانوية في أندونيسيا على أسس معيار". Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 2, № 2 (2019): 127. http://dx.doi.org/10.35931/am.v2i2.121.

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Quality is a business oriented to customer or user satisfaction. In the world of learning, quality is closely related to the outcome achieved after the learning process. Similarly with Arabic Learning. In Indonesia, Arabic is taught from the level of Madrasah Ibtidaiyyah to Higher Education especially those under the auspices of the Ministry of Religious Affairs. As a non-Arabic speaking country, Indonesia has a high learning Arabic interest. This expectation is then used as a standard in the acquisition of learning Arabic. Therefore, the curriculum, as a standard of learning process must be a

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Honrado, Lyra Castillo, and Adelia D. Calimlim. "Assessment of Science, Technology, Engineering and Mathematics Strand of the K-12 Program among Selected Public Schools in Zone 2 Division of Zambales." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 10 (2021): 870–81. http://dx.doi.org/10.11594/ijmaber.02.10.03.

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The study determined the impact of the STEM Strand implementation of senior high schools in the Division of Zambales. The study was limited to fifty secondary public-school teachers in Zone II.The study revealed that majority teacher-respondents, are generally young with only a minimum number of trainings attended. STEM trends, there were more males than females and a larger are married. There were no significant differences in the success of the STEM schools in Palauig, Botolan and Iba in the following domains:college preparation;integrated and innovative technology use; STEM-rich informal ex

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Renee Herrera, Rebecca, and Sharon Kay Waller. "Teacher Planning Templates: Helpful Tool or Waste of Time? A Comparative Analysis of the Perceptions of Novice and Experienced Teachers in the UAE and USA." Athens Journal of Education 10, no. 3 (2023): 411–32. http://dx.doi.org/10.30958/aje.10-3-3.

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Lesson plan templates are a frequent requirement in schools around the world. School administrators often choose a standard lesson plan style and require the consistent layout for all teachers of all grade levels and across all disciplines. Lesson planning, when done well, should be a guide for both teachers and administrators of the educational concept the students need to learn, how the teacher will teach the concept, and how student learning will be evaluated. Lesson planning is a time-consuming task for the teacher and a requirement and expectation by which administration oversees instruct

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Giovannella, Carlo, Claudia Di Lorenzo, Simona Scarsella, and Corrado Amedeo Presti. "Educators’ Expectations on Technology Enhanced Education (TEE)." International Journal of Digital Literacy and Digital Competence 2, no. 3 (2011): 41–55. http://dx.doi.org/10.4018/jdldc.2011070104.

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This paper reports and discusses the result of a survey focused on the perceptions and expectations on TEE applications, conducted among 500 Italian educators (university, high/middle/elementary schools and professionals) involved in on-line or blended learning practices. The expectations are quite basic ones, although may depend on the educational level: support to content sharing and production, communication, assessment and team working are at the top of rank; much less relevant appear to be items like: support to socialization, process design and personalization. Very similar results have

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Wealthall, Stephen, and Marcus Henning. "What makes a competent clinical teacher?" Canadian Medical Education Journal 3, no. 2 (2012): e141-e145. http://dx.doi.org/10.36834/cmej.36591.

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Background: Clinical teaching competency is a professional necessity ensuring that clinicians’ knowledge, skills and attitudes are effectively transmitted from experts to novices. The aim of this paper is to consider how clinical skills are transmitted from a historical and reflective perspective and to link these ideas with student and teacher perceptions of competence in clinical teaching. Methods: The reflections are informed by a Delphi process and professional development survey designed to capture students’ and clinicians’ ideas about the attributes of a competent clinical teacher. In ad

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Sugiharto, Setiono. "Straddling the Personal and the Academic: How Self in Academic Writing is Constructed in Contact Zone." JOALL (Journal of Applied Linguistics and Literature) 9, no. 2 (2024): 478–504. https://doi.org/10.33369/joall.v9i2.35964.

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Drawing on the notion of the contact zone (Pratt, 1991), this qualitative case study investigates the construction of self in the academic writing of three Indonesian novice writers. Its aims are twofold: (a) to explore how students constructed self in academic writing, including the way they negotiated tensions between their expectations and their teachers, as well as the challenges posed to their writing self in the presence of the dominant discourse, and (b) to identify possible rhetorical postures of their texts. Data were obtained via writing conferences, field notes, and participant obse

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RuiTing, Li, and Tatiana E. Isaeva. "COMPETENCES OF YOUNG UNIVERSITY TEACHERS IN THE ERA OF COGNITIVE REVOLUTION." Russian Journal of Education and Psychology 15, no. 5SE (2024): 260–85. http://dx.doi.org/10.12731/2658-4034-2024-15-5se-566.

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Background. The changing goals of higher education and expectations from the university graduates with the advent of Industry 4.0 particularly acutely raise the problem of university teachers' competences. In scientific and pedagogical literature, the problem of defining the young university teachers’ competences remains insufficiently developed due to various methodological approaches and pedagogical traditions in most countries, in which the differences in requirements for experienced and novice teachers are limited only to qualification indicators. Today, in the era of cognitive revolution,

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Kutsyuruba, Benjamin, Lorraine Godden, and John Bosica. "The impact of mentoring on the Canadian early career teachers’ well-being." International Journal of Mentoring and Coaching in Education 8, no. 4 (2019): 285–309. http://dx.doi.org/10.1108/ijmce-02-2019-0035.

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Purpose The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian Teacher Induction Survey (n=1,343) that examined perceptions and experiences of ECTs within K–12 publicly funded schools, with particular interest in retention, career interests and the impact of mentoring on well-being. Design/methodology/approach An online survey was used to examine perceptions and experiences of ECTs within publicly funded K–12 schools across Canada. For this paper, the authors selectively anal

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Ewing, Lee-Ann. "Mentoring novice teachers." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (2021): 50–69. http://dx.doi.org/10.1080/13611267.2021.1899585.

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Dagnew, Asrat, and Aster Asrat. "Survey of mentors’ roles in guiding and supporting novice teachers in Dangila district elementary schools, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 2 (2019): 80–89. http://dx.doi.org/10.18844/gjgc.v9i2.4303.

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The purpose of this study was to assess the roles and responsibilities of mentors in guiding and supporting novice teachers in primary schools of Dangila district. In doing so, an attempt was made to answer the basic questions; Do mentors guide and support novice teachers effectively? What are the conditions that affect the mentoring relationship between mentors and novice teachers? Is there a healthy relationship between mentors and novice teachers? And what are the major problems facing novice teachers? The method used to conduct this study was descriptive survey. Fourteen primary schools in

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Shi, Jing. "A Critical Analysis of the Assessment for Micro-teaching Program for English Language Teachers in the Secondary Education in Mainland China." Theory and Practice in Language Studies 10, no. 2 (2020): 168. http://dx.doi.org/10.17507/tpls.1002.04.

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Significant effort has been made to support pre-service and novice teacher learning abroad; however, not enough attention has been paid to promoting pre-service and novice teacher learning via collaboration with peer teachers and more expert educators at secondary education level in the context of mainland China. In order to facilitate this type of teacher collaboration and provide necessary support for pre-service and novice English language teachers in high schools in the southern part of China, a micro-teaching program has been incorporated into the pre-service training for these novice tea

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Pogodzinski, Ben. "Socialization of Novice Teachers." Journal of School Leadership 22, no. 5 (2012): 982–1023. http://dx.doi.org/10.1177/105268461202200507.

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Guided by new structuralism theory, this study examined the context of novice teacher socialization, identified the frequency and substance of interactions between novice teachers and their mentors and other colleagues, and reported on novices’ evaluation of the support that they received. Data were collected through semistructured interviews with district human resource directors and teacher association presidents, as well as surveys of novice teachers in six districts in Michigan and five districts in Indiana. Findings suggest that researchers should examine the informal social structure wit

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Johnson, Harlan R. "Help for Novice Teachers." NASSP Bulletin 70, no. 489 (1986): 117. http://dx.doi.org/10.1177/019263658607048926.

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