What New Teachers Need to Learn

By S. Feiman-Nemser. 2003

552 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7000c4d7ef2267287731858e44e0687c9b0402bd

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Citations in the corpus

Recruiting and Retaining "Highly Qualified Teachers" for Hard-to-Staff Schools (2004, background): “Much has been written about how new teachers need a great deal of support in understanding how to implement curriculum, teach and assess standardsbased lessons, address specific student needs, and learn from expert peers who are teaching in their subject areas (Feiman-Nemser, 2003).”
Conflict resolution education: The field, the findings, and the future (2004, background): “classroom management and classroom discipline (Girard and Koch, 1996; Kohn, 1996; Weiner, 1999), especially in urban education environments (Feiman-Nemser, 2003; Shann, 1998).”
The First Years of Teaching: Disparities in Perceptions of Support (2007, background): “Another factor influencing the retention rates of beginning teachers is induction, an enculturation process in which the first few years of teaching are viewed as a phase when beginning teachers learn to teach (Feiman-Nemser, 2003).”
Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation (2010, background): “During these induction years, inexperienced teachers often struggle to maintain control over their classrooms, which often leads to ineffective student management (Feiman-Nemser, 2003).”
Maximizing the Potential of Mentoring: A Framework for Pre-service Teacher Education (2014, background): “In addition, the mentor would provide explicit demonstration or instruction about specific school procedures as well as the complexities of the job of a teacher (Feiman-Nemser, 2003; Lai, 2005).”
Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19 (2021, background): “Lastly, teachers can reflect on their lessons and make necessary changes throughout the year to encourage student engagement and improve instruction (Author, 2020; Feiman-Nemser, 2003).”
The Working Conditions and Induction Support of Early Career Special Educators (2004, background): “Although the beginning teaching years are often difficult, these teachers are often given the most challenging assignments and the least desirable courses and classrooms (Feiman-Nemser, 2003).”
Reflection and Self-Efficacy: Enhancing the Retention of Qualified Teachers from a Teacher Education Perspective. (2006, background): “…with inadequate support by administrators, lack of resources, and the mismatch between the traditional practices of teacher education program curricula and schools (Chester & Beaudin, 1996; 1996; Feiman-Nemser, 2003; Hebert & Worthy, 2001; Johnson & Birkeland, 2003; Kelley, 2004; Wood, 2001).”