Experiences of beginning teachers in a school‐based mentoring program in Sweden
By U. Lindgren. 2005
132 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/581dfe51a68b5ae3522aad163c2bca4d26082de4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Niels Brouwer
- Paul Hennissen
- Frank Crasborn
- Jeannine E. Turner
- M. Pressley
- Alysia D. Roehrig
- F. Korthagen
- T. Bergen
In Education
- F. Korthagen
- Niels Brouwer
- Alysia D. Roehrig
- Paul Hennissen
- Catherine M. Bohn
- Frank Crasborn
- Angi Malderez
- P. Tomlinson
Citations in the corpus
- Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2011, background): “With regard to the benefits for student and beginning teachers, mentoring positively impacts their developing teaching competencies (Lindgren, 2005), plays a key role in their socialisation process (Bullough & Draper, 2004) and provides emotional and psychological support (Marable & Raimondi, 2007).”
- Mentoring beginning primary teachers for exemplary teaching practices (2008, background): “Throughout the world, mentored induction programmes for new teachers are being implemented and studied, with mentors and mentees from Swedish (e.g., Lindgren, 2005), Palestinian (e.g., Kanan & Baker, 2002), Israeli (e.g., Lazovsky & Reichenberg, 2006; Orland-Barak & Yinon, 2005), South Korean…”
- Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “With regard to the benefits for pre-service and beginning teachers, mentoring positively impacts their developing teaching competencies (Lindgren, 2005), plays a key role in their socialization process (Bullough & Draper, 2004) and provides emotional and psychological support (Marable & Raimondi,…”
- Mentoring beginning teachers: What we know and what we don't (2009, background): “This means that mentors of beginner teachers should respect their mentees as adult learners, taking account of their individual learning styles, and ensuring that the strategies employed to support their learning are responsive to their concerns and appropriate to their current stage of development ”