There is global agreement that schools should be inclusive, however both experienced and inexperienced teachers find this challenging. In this study we explore how experienced teachers working as local mentors for newly qualified teachers (NQTs) address the challenges they face in an inclusive school. The study is designed as a qualitative study…

Newly Qualified Teachers (NQTs) are often required to place a high priority on the value of respect within their first year as a beginning teacher. The practice of respect is a central issue within the educational discourse (Mills 2020) and mentor teachers of NQTs have a vital role in cultivating and problematising their understanding of respect.…

This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. We qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well…

In research on teacher induction, scholars have pointed at the pivotal role of collegial support to overcome the challenges inherent to the first years of teaching. In this quantitative study, we extend current work by using a social network perspective to examine characteristics (i.e. network size, frequency and perceived usefulness) of…

Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers' appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress. The research is…

As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession--as well as attract new ones--is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work…

This longitudinal study examines connections between 110 teachers' perceived professional competence acquired during professional preparation and later perceptions as schoolteachers in Norway. The results indicate that theoretical understanding plays an important role in schoolteachers' professional competence development and that prospective and…

Being adaptive to the individual novice teacher is considered a condition for effective teacher mentoring. The aims of this study are therefore to explore (1) mentoring activities through which mentors intend to adapt to the individual novice teacher and (2) characteristics of adaptive mentors. Information was collected through on-site,…

International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2-6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public…

Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching- a funded urban…

If teaching is a complex act, it is additionally complex for first-year teachers', who enter with the same responsibilities as veteran teachers yet encounter specific difficulties as beginning teachers. This paper uses existing research on beginning English teachers major concerns to frame the exploration of concerns faced by four beginning…

In recent years teacher educators have witnessed an increase in the number of alternative pathways to university-based teacher education for prospective teachers. One option is for second-career teachers to enter post-baccalaureate programs in education; however, the experiences of second-career teachers are largely unexplored in the international…

The stress and anxiety of new teachers is a pervasive problem that impacts upon teacher preparation and retention. Although new mainstream teacher concerns and experiences have been readily discussed in the literature, the same attention has not been invested for new Aboriginal teachers. In Ontario, Canada, in excess of 60% of the Aboriginal…

This study, drawing on the voice of beginning teachers, seeks to illuminate their experiences of building professional relationships as they become part of the teaching profession. A networking perspective was taken to expose and explore the use of others during the first three years of a teacher's workplace experience. Three case studies, set…

This narrative inquiry presents the experiences of a group of 10 new primary teachers grappling with relationships in the social context of their school environment during their first year of teaching. Their lived experiences are plotted together in the story of Gemma to provide one insight into the emotional dimension of attaining the identity of…