Exemplary Teacher Induction: An international review

By Edward R. Howe. 2006

326 citations recorded by the source corpus.

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Citations in the corpus

Strategies for mentoring pedagogical knowledge (2013, background): “…discussion, the mentors outlined that whether pedagogical viewpoints are about “classroom management”, “backward mapping” or “vocal usage (classroom volume), vocal delivery”, listening and rationally discussing other’s philosophical ideas was crucial for professional growth (see also Howe, 2006).”
Reducing reality shock: The effects of classroom management skills training on beginning teachers (2015, background): “Although this may seem like a safe environment for beginning teachers to develop, so as to face the challenging demands of teaching gradually (Howe, 2006), the reality can be quite different.”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “As part of most induction programs, experienced mentor teachers guide and support the teacher candidates (Howe, 2006; Ingersoll & Strong, 2011).”
Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction (2019, background): “ECTs also benefit from structured opportunities to discuss experiences with other teachers to enable their reflection and growth (Howe, 2006), and having a common planning period with colleagues or collaborating with other teachers on instruction has a positive effect on ECTs’ retention (Smith &…”
When the going gets tough: Direct, buffering and indirect effects of social support on turnover intention (2010, background): “There has been a recent increase in efforts to implement mentorship programs in school systems internationally as part of national or state-based education strategies (for reviews of mentorship programs, see Ehrich, Hansford, & Tennent, 2004; Ganser, 2005; Howe, 2006).”
Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience (2014, background): “2013; Smith & Ingersoll, 2004), additional release time, a reduction of work load, the opportunity to observe other teachers (Howe, 2006; Ingersoll & Strong, 2011), dedicated planning time with staff (Smith & Ingersoll, 2004; Wiebke & Bardin, 2009), and ongoing professional development (Crosswell & ”