Gotowe bibliografie tematyczne / Expectations of Novice Teachers

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Expectations of Novice Teachers”

Autor: Grafiati
Data publikacji: 2 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Expectations of Novice Teachers"

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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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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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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 teachers’ pedagogical beliefs and challenges regarding the implementation of a problem-based learning (PBL) approach in the EFL classroom. The relationship and discrepancies between novice teachers’ 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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Rozprawy doktorskie na temat "Expectations of Novice Teachers"

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Paz, Tagle Maria Veronica. "An Analysis of Novice Teachers’ Perceptions Regarding their Teacher Preparation Program, Professional Support, and the Purpose of School." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3542.

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The purpose of this study was to identify existing relationships between the perceptions of novice teachers regarding their teacher preparation programs, the support given to teachers from their schools, and the purpose of school. The study took place in Northeast Tennessee. Seventeen teachers from three different school systems participated in individual qualitative interviews, which lasted about one hour each. The finding corroborated the theory analyzed for this study and revealed areas for improvement in all levels of the education system. Teachers suggested meaningful changes to teacher p
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Oppelt, Camila Quevedo. "Teachers' expectations." Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/94698.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2011<br>Made available in DSpace on 2012-10-25T14:34:06Z (GMT). No. of bitstreams: 1 293885.pdf: 973982 bytes, checksum: 7770cf8211260fbe95c91329a36e8807 (MD5)
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Sörensen, Ingrid. "Expectations on Chatbots among Novice Users during the Onboarding Process." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-202710.

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In recent years a type of Conversational User Interface (CUI) called chatbots has been more common, these are integrated and used on various platforms such as Slack, Facebook and Skype. Chatbots are based on Artificial intelligence and are a written conversation between a human and an intelligent system. One example is Microsoft‘s chatbot Zo, a social chatbot aimed to entertain. As chatbots are becoming more commonly occurring, the need to study peoples expectations and demands is important in order to improve the user experience and usages of chatbots. In this paper, a study is presented, loo
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Becht, Kori Alice. "School and District Leadership and the Job Satisfaction of Novice Teachers: How Central Office Leaders Support Novice Teachers." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106712.

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Thesis advisor: Dr. Lauri Johnson<br>This qualitative case study examined the perceptions of novice teachers and central office leaders in one Massachusetts school district about the job satisfaction of novice teachers. Data was gathered from interviews with school and district leaders and novice teachers as well as through the analysis of district documents in order to identify central office practices that contributed to novice teachers’ job satisfaction. The findings indicated a strong connection to the district’s mentoring practices and novice teachers’ job satisfaction. However, while cen
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Pettway, Martha Lee Williams Spencer William Allen. "Novice teachers' assessment of their teacher education programs." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.

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Warner, Wendy Jacklyn. "Career experiences of novice urban agriculture teachers." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015607.

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Farnan, Shantel. "Professional Collaboration Experiences| Perceptions of Novice Teachers." Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629009.

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<p> There is a gap in the research regarding structured collaborative processes and experiences that draws a parallel to the disconnections discovered between what is needed to be a successful teacher candidate in the field and what is taught through coursework and the lack of authentic experiences in teacher preparation programs such as collaboration. This qualitative case study seeks to expand the extant research by understanding and identifying perceptions and comfort with collaboration, as well as its impact. The study outlined one universities approach to strive to meet the competencies f
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Moser, Morgan Elizabeth. "Understanding How Novice Teachers Utilize Online Collaboration." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/531.

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AN ABSTRACT OF THE DISSERTATION OF MORGAN E. MOSER for the Doctor of Philosophy degree with a concentration in Curriculum and Instruction, presented June 26, 2012, at Southern Illinois University Carbondale. TITLE: UNDERSTANDING HOW NOVICE TEACHERS UTILIZE ONLINE COLLABORATION MAJOR PROFESSOR: Dr. Joyce Killian This investigation focused on the different forms of online collaboration used by current novice teachers in rural districts in Illinois. Two main research questions guided this study: 1) How do novice teachers use online collaboration? and 2) How does online collaboration affect thei
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McElroy, Gloria Freels. "Novice Teachers Perceptions of Prior Mentoring Experiences." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1491.

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More than 50% of novice educators leave the profession in the first 5 years of service. Novice educators were defined as educators with 5 or fewer years of teaching experience. The State of Tennessee has estimated the cost for that decision to around $28,000.00 per teacher for each local educational authority. Many researchers believe mentoring increases novice satisfaction in the classroom. Even though many enter the field of education, Freedman and Appleman (2009) found that teachers leave the profession in rates higher than other professions. Ingersoll and Merrill (2010) showed the annual t
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Morris, Nathaniel. "Perceptions of Novice Elementary Teachers Regarding Retention." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3808.

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Teachers at the local study site continue to leave the elementary school and profession at increasingly high rates creating a teacher shortage. The school staff consists of 33 teachers, with an average of 10 resigning each year. Because of the shortage, state and local school boards, school districts, and school-based administrators share the need to understand this phenomenon. Guided by Herzberg's 2-factor theory, which noted that people are motivated by attributes such as recognition and by Maslow's motivational theory, which refers to human needs and personal beliefs as motivational factors
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Książki na temat "Expectations of Novice Teachers"

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Lu, Xiaoli. Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1.

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Anthony, Adams, and Tulasiewicz Witold, eds. Teachers' expectations and teaching reality. Routledge, 1989.

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McCarney, Stephen B. The novice educator's guide. Hawthorne Educational Services, 1991.

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ERIC Clearinghouse on Educational Management., ed. Expectations for students. ERIC Clearinghouse on Educational Management, University of Oregon, 1997.

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Pickard, Garth N. Beginning teachers' expectations of the teaching profession. Research Centre, Saskatchewan School Trustees Association, 1989.

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C, Farrell Thomas S., ed. Novice language teachers: Insights and perspectives for the first year. Equinox Pub., 2008.

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McMillen, Diane Susan. Expectations and reality: A study of professional practice for novice practitioners of Physiotherapy. University of Birmingham, 1997.

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Wirag, Timothy A. Teachers' perspectives on the implementation of expectations-based curricula. Brock University, Faculty of Education, 2003.

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Publications, Harry K. Wong, ed. The effective teacher: Part 8 : Positive expectations. Harry K. Wong Publications, 1994.

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Publications, Harry K. Wong, ed. The effective teacher: Part 8 : Positive expectations. Harry K. Wong Publications, 2004.

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Części książek na temat "Expectations of Novice Teachers"

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Seralp, Ekrem, and Carol Griffiths. "Novice Teachers and Burnout." In Teacher Burnout from a Complex Systems Perspective. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-85024-0_7.

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Juvonen, Sara, and Auli Toom. "Teachers’ Expectations and Expectations of Teachers: Understanding Teachers’ Societal Role." In Finland’s Famous Education System. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_8.

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AbstractBeing a teacher is an esteemed position in Finland. Finnish class teachers are academically educated professionals in five-year masters level programmes, where only a small percentage of applicants are accepted. However, in recent years, more teachers have reported having intentions to leave the profession, and there has been a slight decline in the number of applicants to teacher education programmes too. In this chapter, we elaborate Finnish expectations of teaching as a profession, set by society on the one hand, and teachers themselves on the other. Society sets both explicit and i
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Lu, Xiaoli. "Literature Review and Theoretical Framework." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_2.

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Lu, Xiaoli. "The Mentorship For Doris, Jerry, And Tommy." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_7.

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Lu, Xiaoli. "The Case of Tommy." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_6.

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Lu, Xiaoli. "Discussion And Conclusion Of The Study." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_8.

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Lu, Xiaoli. "The Case of Jerry." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_5.

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Lu, Xiaoli. "Research Methodology and Study Design." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_3.

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Lu, Xiaoli. "Introduction." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_1.

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Lu, Xiaoli. "The Case of Doris." In Novice Mathematics Teachers’ Professional Learning. Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37236-1_4.

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Streszczenia konferencji na temat "Expectations of Novice Teachers"

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Karabatak, Songül, Müslim Alanoğlu, Ayşenur Kuloğlu, and Ezgi Bozkurt. "Digital Assistants: AI to Reduce Teachers' Expectations of Reality Shock." In 2025 13th International Symposium on Digital Forensics and Security (ISDFS). IEEE, 2025. https://doi.org/10.1109/isdfs65363.2025.11011917.

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Meyiwa, Thenjiwe. "EXAMINING THE FORMATION AND ENACTMENT OF TEACHERS’ EXPECTATIONS OF LEARNERS’ READING HABITS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1115.

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Simon, Eitan, and Aviva Hazel Dan. "The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges ." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5461.

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The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .The first year in the field of teaching after finalising the formal training is a year of great expectations and anticipation on the side of the novice teachers, as well as feelings of nervousness and lack of confidence. The literature addresses this subject from the aspect of teachers in school, where it has been found that it is a period of challenges, dilemmas and difficulties. Little though has been written from the aspect of kindergarten teachers. The authors assumed that novice kindergarten teachers experienc
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Utting, Ian, Juha Sorva, Tadeusz Wilusz, et al. "A fresh look at novice programmers' performance and their teachers' expectations." In the ITiCSE working group reports conference. ACM Press, 2013. http://dx.doi.org/10.1145/2543882.2543884.

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Galletta Horner, Christy. "Novice Teachers’ Experiences Supporting Student Mental Health: Self-Efficacy, Expectations, Context, and Opportunities to Learn." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2112447.

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Orgoványi-Gajdos, Judit, and Ida Zagyváné Szűcs. "A tanárképzés fejlesztendő területei a képző intézmények szakmai együttműködésének fényében." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.50.

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Korábbi hazai felmérések rámutattak arra, hogy a pedagógusképzésben résztvevő hallgatók képzéssel kapcsolatos elvárásai nem minden esetben teljesülnek. A jelöltek úgy érzik, az egyetemi képzés nem szentel kellő figyelmet a tanulási-tanítási folyamat hatékony irányításához szükséges szakmai kompetenciák fejlesztésére. Ezek az adatok egybecsengenek a kezdő pedagógusok kihívásaival foglalkozó hazai és nemzetközi kutatásokkal is. Kutatásunk a gyakorlóiskolák tanárképzésben betöltött szerepét és hatékonyságát vizsgálta ún. felderítő típusú esettanulmányon keresztül. A mintát az Eszterházy Károly Eg
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Bowen, Brian. "Novice teachers interpretation of fractions." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-133.

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Schulcz, Patrik. "INFORMAL LEARNING THROUGH MENTORING PROGRAMS: EXPLORING NOVICE ENTREPRENEURS' EXPECTATIONS." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0290.

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Ismagilova, Liliya R. "Novice Teachers Competency Through Scientific Research." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.37.

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Chen, Bin, and Yuanyuan Zhang. "Novice English Teachers’ Learning to Teach." In 2015 International Conference on Arts, Design and Contemporary Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.181.

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Raporty organizacyjne na temat "Expectations of Novice Teachers"

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Saavedra, Juan, Dario Maldonado, Lucrecia Santibanez, and Luis Omar Herrera Prada. Premium or Penalty? Labor Market Returns to Novice Public Sector Teachers. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w24012.

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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about
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Kono, Nariyo. American Students' Expectations of Teachers in the Japanese Language Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7134.

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Hwa, Yue-Yi. Choose and Curate toward Commitment to Capable and Committed teachers (5Cs): A Set of Principles for Teacher Career Reform. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ib_2023/02.

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Classroom teaching is complex. This means that pursuing a vision of empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning requires a systemic approach to teacher career reform. One such approach is a set of principles called the 5Cs: choose and curate toward commitment to capable and committed teachers.1 Education authorities must initially choose prospective teachers based on the best available information. Education authorities should also designate the novice phase as a period of curation involving extensive sup
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Dominik, Becker, and Wessling Katarina. The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations. Maastricht University, Graduate School of Business and Economics, 2020. http://dx.doi.org/10.26481/umagsb.2020012.

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Dominik, Becker, and Wessling Katarina. The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations. Research Centre for Education and the Labour Market, 2020. http://dx.doi.org/10.26481/umaror.2020004.

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Daniels, Jacqulyn. The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6284.

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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualifi
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Ganimian, Alejandro, and Emiliana Vegas. Theory and Evidence on Teacher Policies in Developed and Developing Countries. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0012277.

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The past decade has seen the emergence of numerous rigorous impact evaluations of teacher policies. This paper reviews the economic theory and empirical evidence on eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers' skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. The paper also discusses key concepts an
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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, Eleanor J. Sterling, and Julia Watkins. Classroom Assessment Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0130.

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Assessments are the primary feedback mechanism in the educational process. They provide feedback to students on how well they are meeting expectations, to teachers on how well the students are learning, and to administrators on the effectiveness of their programs. This feedback, in turn, stimulates changes and improvements and promotes continuous learning. Assessments in a conservation biology course occur before, during, and after an activity, and aim to empower both teachers and students to improve the quality of learning. This module offers an introduction to classroom assessment, describin
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