Teacher education, graduates’ teaching commitment and entrance into the teaching profession

220 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Are we building preservice Teacher self-efficacy? A large-scale study examining Teacher education experiences (2018, result): “These results mirrored those of Rots et al. (2007) and Moulding et al. (2014) but were in contrast to Palmer’s (2006) findings.”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “In two studies, preservice and novice teachers who rated their mentors as effective were no more likely to be self-efficacious (Capa Aydin and Woolfolk Hoy 2005; Rots et al. 2007).”
Is the motivation to become a teacher related to pre‐service teachers’ intentions to remain in the profession? (2010, methodology): “Teacher self-efficacy beliefs are expected to be related to the intention to remain in the profession (see Rots et al. 2007; Tschannen-Moran and Woolfolk Hoy 2001).”
What characterises a good practicum in teacher education? (2011, background): “The factor with the strongest impact on retention seems to be the quality of the first teaching experiences (Rots et al., 2007) and what student teachers experience in their practicum creates their view of the profession (Korthagen et al.”