Becoming a Teacher

By T. Brown. 2008

940 citations recorded by the source corpus.

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Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2013, unknown): “Beginning teachers may feel that taking control of the class might sacri ﬁ ce the close relationship they wish to have with students (Fuller and Bown 1975; Shapi-ra-Lishchinsky 2011; Volkmann and Anderson 1998).”
Professional identity tensions of beginning teachers (2013, background): “Wanting to care for students versus being expected to be tough Beginning teachers may feel that taking control of the class might sacrifice the close relationship they wish to have with students (Fuller & Bown, 1975; Shapira-Lishchinsky, 2011; Volkmann & Anderson, 1998).”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, result): “This result is also in line with prior research on teacher development, suggesting that the development of pedagogical competence typically proceeds from a teacher-centred approach towards a more learning- and student-centred approach to teaching (cf. Conway & Clark, 2003; Fuller & Brown, 1975).”
Newly qualified teachers’ professional digital competence: implications for teacher education (2018, methodology): “By demonstrating the exemplary use of ICT in ITE and giving student teachers opportunities to experiment with and practice using ICTs in ITE, student teachers can expand their PDC and reduce a possible theory-practice gap (Edwards 2009, Darling-Hammond 2000).”