Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention

By J. S. Long, S. McKenzie-Robblee, L. Schaefer, Pam Steeves, Sheri Wnuk, Eliza A. Pinnegar, D. Jean Clandinin. 2012

160 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/abb4a5c2c3f3d0fb2c7abf18ba493b8f0d69235d

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In Education

Citations in the corpus

Teacher peer support in social network sites (2016, background): “This is especially true for pre-service and early career teachers (Ingersoll & Strong, 2011; Long et al., 2012; McCormack et al., 2006), but continues to be important as teachers progress in the profession.”
Antecedents of Norwegian beginning teachers’ turnover intentions (2015, background): “It may be important for beginning teachers to learn about schools as organizations, which in turn may stimulate inclusion and relatedness (Long et al., 2012; Pomaki et al., 2010).”
Early career teacher attrition: intentions of teachers beginning (2015, background): “Conceptualizing our work around questions of sustaining, as distinct from questions of retaining (Long et al., 2012; Schaefer, 2013; Schaefer & Clandinin, 2011; Schaefer et al., 2012), shifts how we think about beginning teachers.”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “There is evidence, that school principals have a vital role in supporting early career teachers by fostering collaboration in schools (Long et al., 2012).”
Teacher wellbeing: a review of the literature (2017, background): “Long et al. (2012) describe a “move away from a narrow, technical, and fixed goaloriented framework of inducting beginning teachers towards conceptualizing the development of becoming a new teacher as a process.”