Being a Novice Teacher in Two Different Settings: Struggles, Continuities, and Discontinuities.

By Maria Assunção Flores. 2006

190 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6348bee77076d5499439344180028d3c12d2dd12

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Citations in the corpus

Thriving not just surviving: A review of research on teacher resilience (2011, background): “Induction ‘‘needs to go beyond the mere practical advice and socialisation process’’ and ‘‘include opportunities for selfquestioning and reflection not only on teachers’ own practice but also on the values and norms underlying the educational settings in which they work’’ (Flores, 2006, p. 2049).”
‘I’m coming back again!’ The resilience process of early career teachers (2014, background): “Other challenges have been associated with school organisation and administration such as heavy workload, time management and lack of administrative support (Flores, 2006) and relocation to a rural or remote area (Sharplin, O'Neill, & Chapman, 2011).”
Becoming a teacher: student teachers’ experiences and perceptions about teaching practice (2012, background): “Research illustrates the multi-dimensional, dynamic and idiosyncratic nature of becoming a teacher: a process entailing different areas of development, performance and well-being of the individuals, and involving numerous adjustments and growth resulting from the synergies of a large set of internal”
“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “Among these are protective factors that include attributes such as altruism (Brunetti, 2006; Chong & Low, 2009), strong intrinsic motivation (Flores, 2006; Gu & Day, 2007; Kitching, Morgan, & O'Leary, 2009), perseverance and persistence (Fleet, Kitson, Cassady, & Hughes, 2007; Sinclair, 2008), optim”
Developing a Theory of Ambitious Early-Career Teacher Practice (2013, background): “Other explanatory approaches rely on broad novice-expert comparisons (Berliner, 2004) or characterizations of beginning teachers’ emerging identities (Flores, 2006; Gomez, Black, & Allen, 2007; Richmond, Juzwik, & Steele, 2011).”
Early career teacher attrition: intentions of teachers beginning (2015, unknown): “…Downey, & Huber, 2009; Ingersoll, 2001; Ingersoll & Merrill, 2012; Johnson, Kraft, & Papay, 2012); however, we also noted a pattern of early career teacher attrition on an international scale (Estola, 2003; Flores, 2006; Lindqvist, Nordanger, & Carlsson, 2014; Macdonald, 1999; Smethem, 2007).”
Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education (2020, background): “…as professionals focusing on their beliefs, actions, influences and contexts of training and workplace (Beijaard, Verloop, and Vermunt 2000; Flores and Day 2006; Thomas and Beauchamp 2011; Sutherland, Howard, and Markauskaite 2010; Zimmermann, Flavier, and Méard 2012; Flores 2006, 2013).”
Drawing Identity: Beginning Pre-Service Teachers' Professional Identities. (2015, background): “Resilient teachers with a strong sense of identity believe they can make a difference (Day, 2008; Flores, 2006).”
Students’ views of assessment in project-led engineering education: findings from a case study in Portugal (2012, background): “Her recent publications include: Flores ( 2006 , 2010 ); Day, Flores, and Viana ( 2007 ).”