The DOI matches its Crossref record.
Person and Context in Becoming a New Teacher
Open accessAbstract
The influence of, and the interplay between biographical and contextual factors in new teachers' professional learning and development during their first years of teaching are examined. Data were gathered through semi-structured interviews and a questionnaire. Findings suggest the powerful influence of prior experiences as students, the low impact of Initial Teacher Education on new teachers' socialisation and the strong effect of workplace conditions in shaping beginning teachers' practices and attitudes towards teaching. It is argued that more importance needs to be given to the structural and organisational factors of the workplace if a 'learning culture' is to be fostered in schools. Implications for Teacher Education and Induction are discussed.
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Citations
Cited by
Findlay, K. (2006) · Journal of In-Service Education · doi:10.1080/13674580601025165 · Cited by 55
Ben-Amram, M., & Davidovitch, N. (2024) · Education Sciences · doi:10.3390/educsci14020143 · Cited by 40
Hong, J., & Greene, B. (2011) · Journal of Science Teacher Education · doi:10.1007/s10972-011-9247-y · Cited by 39
Metadata
- Authors
- Flores, M. A.
- Venue
- Journal of Education for Teaching
- Publisher
- Informa UK Limited
- Published
- 2001-07
- Volume
- 27
- Issue
- 2
- Pages
- 135-148
- ISSN
- 0260-7476 (ISSN-L)
- 1360-0540
- OpenAlex
- W2070836959
- Cited by
- 191
- References
- 0
- FWCI
- 18.68
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
