Reflection and Self-Efficacy: Enhancing the Retention of Qualified Teachers from a Teacher Education Perspective.

By D. Yost. 2006

277 citations recorded by the source corpus.

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Citations in the corpus

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “Preservice education supports however, include successful field experience (Sinclair, 2008; Yost, 2006), caring relationships with staff and high expectations of staff for performance (Yates, et al., 2008).”
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions (2013, background): “Ingersoll and Strong (2011), like others (e.g., Feiman-Nemser, 2001; Smith & Ingersoll, 2004; Yost, 2006), have identified mentoring as a critical form of induction.”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “…interviews, observations; documents Personal attributes; characteristics of pre-service programme; mentor support; support of family and friends Yost (2006) Major obstacles successful novice teachers faced during first year of teaching; what teacher education or other factors shaped their…”
Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion. (2012, background): “On the other hand, consistent links between teacher self-efficacy and teacher persistence and resilience (Yost, 2006) do suggest that teacher self-efficacy might play an important role in the process of teacher retention and should therefore be explicitly facilitated during teachers’ pre-service yea”
Feelings of Preparedness Among Alternatively Certified Teachers (2011, background): “New teacher career decisions are often driven by their perceptions of their effectiveness and other factors that relate directly to the quality of their preparation programs (Johnson & Birkeland, 2003; Moscovici, 2009; Yost, 2006).”
Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study (2012, background): “They would occur through active engagement that includes meaningful discussions; planning classroom implementation; observing expert and experienced teachers; reviewing common student problems in learning; obtaining feedback in teaching through being observed; and engaging in reflective discussions ”
Novice teachers and how they cope (2014, background): “Teacher collaboration, particularly the mentoring of newly qualified teachers by experienced teachers, has proven important in helping newly qualified teachers to cope with their work (Yost, 2006).”