From student to teacher: reducing practice shock and early dropout in the teaching profession

By K. Stokking, F. Leenders, Jan de Jong, J. van Tartwijk. 2003

237 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8bcd2e5e7893af0bc1025d6a1c4c158cd7a595b0

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In Education

Citations in the corpus

Rethinking the practicum: limitations and possibilities (2011, background): “There is an extensive literature (eg, Achinstein & Barrett, 2004 ; Stokking, Leenders, de Jong, & van Tartwijk, 2003 ) that documents the challenges that confront beginning teachers, and draws attention to the ‘transition shock’ (Corcoran, 1981 ) that novices experience when moving from pre-servi”
Changes in professional vision in the context of practice (2013, background): “Studies often show that preservice teachers generally have difficulties in transferring what they have learned at university to the context of the classroom (Cochran-Smith 2003; Stokking et al. 2003).”
Reducing reality shock: The effects of classroom management skills training on beginning teachers (2015, background): “Further, research indicates that beginning teachers' perceptions of being unprepared would appear to be a problem worldwide, as studies conducted in Australia (O'Neil& Stephenson, 2014; Woodcock & Reupert, 2012), Israel (Gal, 2006), China (Lewis, Romi, Qui, & Katz, 2005), Jordan (Al-Zu'bi, 2013), th”
Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching (2014, background): “…the UK, and Spain, exit numbers in the first five years of teaching are usually between 30 and 40 per cent; while they are about 50 per cent in Germany, Italy and the Netherlands (Kyricacou & Kunc, 2007; Purcell, Wilton, Davies, & Elias, 2005; Smithers & Robinson, 2003; Stokking et al., 2003).”
Understanding the Realities of School Life: Recommendations for the Preparation of Physical Education Teachers (2013, background): “In some cases, recruits may experience reality shock due to the disconnect between their preparation and the reality of school life (Stokking et al., 2003).”
Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education (2020, background): “In common teacher education programs, this is often realized in the form of school internships; however, these can be rather demanding for preservice teachers and represent quite complex situations (Stokking et al., 2003).”