Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession

By J. Hong. 2010

832 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c374188a8f04e27a304fc3f858786d49c6d0d804

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Citations in the corpus

Teacher Identity in the Early Career Phase: Trajectories that Explain and Influence Development. (2013, background): “…phase usually incorporate the first several years of progress towards effective teaching practice (Fantilli & McDougall, 2009; Flores & Day, 2006; Hong, 2010) but are also characterised by a range of unfamiliar and diverse classroom experiences that challenge teachers on a number of fronts…”
Antecedents of Norwegian beginning teachers’ turnover intentions (2015, background): “Moreover, this finding underlines the power affective facets do have on individuals’ intentions (Hong, 2010), as well as how important relationships are between employees and their schools for beginning teachers’ professional commitment and growth.”
How to mobilize social support against workload and burnout: The role of organizational identification (2018, background): “There is evidence that such idealistic beliefs could be a precursor of teacher drop-out (Hong, 2010).”
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions (2020, background): “Hence, novice teachers’ turnover intentions are often related to a perceived mismatch between their perceptions of the teaching profession and their experienced reality of the everyday work that may become an emotional burden to them (Hong 2010).”
Teacher Emotion, Emotional Labor and Teacher Identity (2014, background): “New teachers begin with beliefs and goals about their students and the roles they will be “playing” as a teacher (Cross and Hong, 2009; Van Veen and Sleegers, 2009; Hong, 2010; Schutz et al., 2012).”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “The large body of research on teacher stress, retention and attrition has already documented many factors that provide challenges for teachers (see, for example, Borman & Dowling, 2008; Buchanan, 2010; Guarino, Santibañez, & Daley, 2006; Hong, 2010; Macdonald, 1999; Scheopner, 2010).”
The role of motivations and perceptions on the retention of inservice teachers (2020, neutral): “6% McInerney et al. (2015) Netherlands 15% (beginning teachers) Den Brok et al., 2017 USA between 30% and 50% Hong, 2010; Ingersoll, 2001 UK 50% (after 5 years) Espinoza (2015) Australia 30e40% (within 5 years) Ewing & Manuel, 2005; Milburn, 2011 both socially and personally, and Perceptions of…”
Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program (2011, background): “Researchers have paid some attention to prospective teachers‟ experiences regarding the process and ways in which their conceptions and/or identities as teachers start to emerge and develop (Hong, 2010; Yaman, 2010; Ogeyik, 2009; Bell, 2007; McNamara, Roberts, Basit and Brown, 2002).”
Exploring beginning teachers’ attrition in the Netherlands (2017, background): “Studies in the US report that teacher attrition five years after graduation from teacher education may be as high as 30%, rising up to 50% in high-poverty areas (Hong, 2010; Ingersoll, 2001).”
Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit (2012, background): “Avast number of studies of different professions indicate that there are numerousworkrelated factors that contribute to employees’ motivation to quit their job or affect their turnover intentions (e.g. Chen and Scannapieco 2010; Hayes et al. 2006; Hong 2010; Tzeng 2002).”
Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education (2020, background): “a great deal of attention over the last decades (Flores 2001; Flores and Day 2006; Pillen, Beijaard, and den Brok 2013; Thomas and Beauchamp 2011, 2007; Hong 2010; Smagorinsky et al. 2004; Yuan and Lee 2016; Carrillo and Flores 2018).”
Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment (2014, background): “…1999), the workload and hours (Buchanan, 2009; Chambers, Hobson, & Tracey, 2010; Hong, 2010), autonomy in the classroom and perceived input in the school (Ewing & Smith, 2003; Hong, 2010; Inman & Marlow, 2004), and collegiality and administrative support (Darling-Hammond, 2003; Ingersoll, 2001).”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “After their first teaching experiences, however, beginning teachers again tend to hold more transmissive beliefs (e.g., J. Y. Hong, 2010).”
Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. (2015, background): “Research also reveals that teacher attrition (the departure of teachers from their teaching jobs) has become a global problem (Chang, 2009; Hong, 2010; Ingersoll, 2001).”