Growing numbers of school systems and employers now provide and mandate mentoring for novice teachers. Most studies, however, have focused on the extensive mentoring provided during the first year of teaching, and not on mentoring in the following years. There is little research on the functions and on the relational aspects of mentoring new…

The self-efficacy and professional engagement of novice teachers were examined in the context of a teacher development programme (TDP) in the Chinese vocational education context. A pre- and post-test control group design was used. The experimental and control groups contained 41 and 42 novice teachers, respectively, who were mostly in their first…

Walking-creating was adopted to probe orientations towards communities, while early career teachers were on clinical placement in the remote South West Peninsular of England. The aim of carrying out walking-creating events was to elicit whether and if so, the extent to which, early career teachers were sensitive to the communities where they had…

This case study reports on the professional identity development of a group of beginning in-service teacher educators in Türkiye. The focus was on investigating how a group of in-service teacher educators' participation in professional communities and their collaboration with experienced educators and teachers affected their professional identity…

Drawing on the concept of teacher buoyancy which is teachers' capacity to deal with the everyday challenges that most teachers face in their teaching, this qualitative study investigates the capacity of ten early career teachers to derive sustenance from overcoming minor and frequent challenges in their everyday work. A semi-structured interview…

As newly qualified teachers begin their teaching career, the first year can be a challenging one where they need to learn new skills and handle many stresses, including classroom management. Managing the class in order to teach is a challenging skill for newly qualified teachers. This study investigated 156 primary school teachers who are based in…

Mobilising urban early-career teachers to commonly perceived 'under-resourced' and 'challenging' rural schools has become an approach to address the rural teacher shortage and improve rural teacher quality. However, the demographic change often requires mobile rural-early career teachers (MR-ECTs) better prepare for a different educational…

Research on beginning student teachers' motivations for becoming teachers has shown that they want to contribute to the lives of their students and to society; however, few of these studies have addressed beginning student teachers' views on what education is for in relation to the development of both their future students and society. To examine…

This study aims to examine Newly Qualified Teachers' (NQT) experiences of enacting an inclusive pedagogy in high poverty school contexts in Scotland. One approach for supporting teachers' practices with regard to inclusion is known as inclusive pedagogy. However, there is limited research into NQTs' experiences of implementing an inclusive…

Accumulating research points to the effectiveness of clinical simulations as a means for improving pre-service educators' social-emotional learning (SEL) competencies. However, no available research addresses in-service educators. The present study attempts to add to the research literature by exploring the differential effect of clinical…

This case study explored 18 Taiwanese novice elementary school English teachers' practice of critical friendship models as an avenue for professional development. Based on the thematic analysis of the interviews, documents, and observation, the following major conclusions were drawn. Participants spent most of their time with critical friends in…

This study investigates the technostress of 304 Chinese novice teachers of primary and secondary schools to explore how technostress creators impact job satisfaction through their appraisal results and coping strategies. The results reveal that for novice teachers: (a) the relationships between different technostress creators and appraisal results…

This study, emerging from a larger, longitudinal research project, reports about a cohort (n = 13) of beginning teachers' professional agency and resilience during the COVID-19 pandemic. From the social-ecological perspective, the participants perceived their professional agency as both temporal and relational phenomena by interacting within their…

The recent special issue of JET showed narratives of schools shifting to emergency online teaching centred on coping strategies and struggling with online tools. Even where the sense of emergency helped to overcome long-standing resistance to pedagogical change, the emphasis remained on 'coping' and the exposing of unmet need for teachers to be…

Work-family conflict is prevalent in preschool teachers, which has increased the risk of turnover intention. However, the effect of work-family conflict on turnover intention may be different between beginning preschool teachers and experienced preschool teachers. The present study examined the mediating role of organisational commitment in the…