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Novice teachers in a changing reality

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Work Ability among Upper-Secondary School Teachers: Examining the Role of Burnout, Sense of Coherence, and Work-Related and Lifestyle Factors

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Is Teaching Less Challenging for Career Switchers? First and Second Career Teachers’ Appraisal of Professional Challenges and Their Intention to Leave Teaching

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What makes a good mentor of in-service teacher education? —A systematic review of mentoring competence from a transformative learning perspective

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Teachers’ Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic

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Is contextual knowledge a key component of expertise for teaching with technology? A systematic literature review

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Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study

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Promoting Student Teachers’ Well-Being

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Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog

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Pre-Service Teachers Learning to Teach English to Very Young Learners in Macau: Do Beliefs Trump Practice?

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Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress?

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A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

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Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty

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A LangCrit analysis of teachers’ beliefs about language learning and language diversity

Dobbs, C. L., & Leider, C. M. (2021) · Journal of Multilingual Theories and Practices · doi:10.1558/jmtp.19104 · Cited by 23 · see citing works

Teacher Self-Efficacy Beliefs and Burnout: The Mediating Roles of Interpersonal Mindfulness in Teaching and Emotion Regulation

Çetin, G., Frank, J. L., & Jennings, P. A. (2024) · Journal of Emotional and Behavioral Disorders · doi:10.1177/10634266241272049 · Cited by 22 · see citing works

Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program

Brown, C. P., Barry, D. P., Ku, D. H., & Puckett, K. (2020) · The Teacher Educator · doi:10.1080/08878730.2020.1847225 · Cited by 22 · see citing works

How good do you think you are with computers? The link between teachers’ perceived digital literacy, occupational efficacy, and psychological distress

Maftei, A., Grigore, A.-N., & Merlici, I.-A. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09796-w · Cited by 22 · see citing works

More I-talk in student teachers’ written reflections indicates higher stress during VR teaching

Westphal, A., Richter, E., Lazarides, R., & Huang, Y. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.104987 · Cited by 21 · see citing works

Creativity and Preservice Teachers: A Literature Review of an Underexplored Field (2014–2024)

Salinas, Y. M., Caro-Zúñiga, D., & Jeria, I. (2025) · Education Sciences · doi:10.3390/educsci15030395 · Cited by 19 · see citing works

The impact of professional mentoring on mentors of novice-teachers

Schatz‐Oppenheimer, O., & Goldenberg, J. (2023) · International Journal of Mentoring and Coaching in Education · doi:10.1108/ijmce-08-2022-0070 · Cited by 19 · see citing works

Teachers’ Pedagogical Beliefs in a Project-Based Learning School in South Africa

Nxasana, S. E., Chen, J., Du, X., & Hasan, M. A. (2023) · Education Sciences · doi:10.3390/educsci13020140 · Cited by 17 · see citing works

Student teachers as in-service teachers in schools: The moderating effect of social support in the relationship between student teachers’ instructional activities and their work-related stress

Meyer, A., Richter, E., & Kempert, S. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104633 · Cited by 17 · see citing works

‘Can I survive in the rural school?’ Development of mobile rural early-career teacher resilience

Yan, X., & Li, B. (2023) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2023.2274071 · Cited by 16 · see citing works

Teachers’ trajectories of technology integration during participation in an online professional development program

Fütterer, T., Backfisch, I., & Lachner, A. (2024) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-024-01251-6 · Cited by 16 · see citing works

First-year students’ conceptions of the complexity of the profession, sense of belonging, and self-directed learning

Petersen, N. T., Mentz, E., & Beer, J. J. D. (2022) · NWU self-directed learning series · doi:10.4102/aosis.2022.bk367.05 · Cited by 15 · see citing works

Emotional, behavioural, and conceptual dimensions of teacher-parent simulations

Levin, O. (2023) · Teachers and Teaching · doi:10.1080/13540602.2023.2236948 · Cited by 15 · see citing works

Cinco años después. Análisis retrospectivo de experiencias de inducción de profesores principiantes

García, C. M., Marcelo-Martínez, P., & Jáspez, J. F. (2021) · Profesorado Revista de Currículum y Formación del Profesorado · doi:10.30827/profesorado.v25i2.18444 · Cited by 15 · see citing works

Teacher digital identity divergences: From teacher education to classroom

Trevisan, O. (2024) · British Educational Research Journal · doi:10.1002/berj.4041 · Cited by 14 · see citing works

Self-Directed Learning in the era of the COVID-19 pandemic: Research on the affordances of online virtual excursions

Brits, S. J., Bunt, B. J., Conley, L., Crous, N., Toit, A. D., Geldenhuys, Y., Hanekom, S. M., Havenga, M., Hay, A., Heymans, Y., et al. (2022) · NWU self-directed learning series · doi:10.4102/aosis.2022.bk367 · Cited by 14 · see citing works

Association between prospective elementary school teachers’ year of study and their type of conception of intelligence

Hanin, V., Colognesi, S., Cambier, A.-C., Bury, C., & Nieuwenhoven, C. V. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.102039 · Cited by 14 · see citing works

The challenges and strategies of Islamic school mentor teachers in implementing ELT lesson plans

Akmal, S., Fitriah, F., & Fadhilah, I. (2022) · Studies in English Language and Education · doi:10.24815/siele.v9i3.23063 · Cited by 14 · see citing works

Heart Rate Variability and Perceived Stress in Teacher Training: Facing the Reality Shock With Mindfulness?

Beuchel, P., & Cramer, C. (2023) · Global Advances in Integrative Medicine and Health · doi:10.1177/27536130231176538 · Cited by 13 · see citing works

Learning silence and passivity: Novice teacher's participation in teaching community

Yim, S. Y., & Ahn, T. Y. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104551 · Cited by 13 · see citing works

Attrition risk profiles of novice teachers based on their job demands, individual and school resources, and well-being

Admiraal, W. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105070 · Cited by 13 · see citing works

The psychological well-being of schoolteachers in South Africa: A critical review

Fourie, A., & de Klerk, W. (2024) · Journal of Psychology in Africa · doi:10.1080/14330237.2024.2311989 · Cited by 12 · see citing works

The impact of a theory-practice-based professionalisation program on student teachers’ knowledge, motivation, and beliefs

Mentel, H., Ehlert, M., Souvignier, E., & Förster, N. (2024) · European Journal of Teacher Education · doi:10.1080/02619768.2024.2412071 · Cited by 12 · see citing works

Beginning teachers’ innovative work behavior and stress towards change: Examining the roles of adaptability and contextual influences

Lin, Y., & Liu, W. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105164 · Cited by 12 · see citing works

How does teachers’ professional agency in the classroom change in the professional transition from early career teachers to more experienced ones?

Liyuan, E., Toom, A., Sullanmaa, J., Pietarinen, J., Soini, T., & Pyhältö, K. (2022) · Learning Research and Practice · doi:10.1080/23735082.2022.2076148 · Cited by 12 · see citing works

Teachers’ emotional exhaustion before and during the COVID-19 pandemic: Neither emotional exertion nor vacation feeling

Bleck, V., & Lipowsky, F. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.887494 · Cited by 12 · see citing works

Synergy between lesson study and content representation in a preservice teacher practicum

Maurício, P., & Valente, B. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104525 · Cited by 11 · see citing works

Becoming a Teacher, Coexisting with Emotions: A Follow-up Study on Emotion Regulation of ECE Student Teachers in Teaching Internship Context in China

Zhang, L.-M., Chen, Y., Zhong, W., & Jiang, L. G. (2025) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-025-00992-0 · Cited by 11 · see citing works

Los que empiezan: el reto pendiente de acompañar a docentes noveles

Manso, J., & Martos, R. G. (2021) · Profesorado Revista de Currículum y Formación del Profesorado · doi:10.30827/profesorado.v25i2.18441 · Cited by 11 · see citing works

Teachers as Professional Learners

Larsen, E., & Allen, J. M. (2021) · Springer eBooks · doi:10.1007/978-3-030-65931-8 · Cited by 11 · see citing works

Being Tired or Having Much Left Undone: The Relationship Between Fatigue and Unfinished Tasks With Affective Rumination and Vitality in Beginning Teachers

Weiher, G. M., Varol, Y. Z., & Horz, H. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.935775 · Cited by 11 · see citing works

Individual differences in SEL among preservice, beginner, and experienced educators with different simulation experiences

Kasperski, R. (2023) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2023.100694 · Cited by 10 · see citing works

Is well begun half done? A latent cross-lagged study of first-year teachers’ occupational commitment, vocational satisfaction, and teacher self-efficacy

Li, B. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104875 · Cited by 10 · see citing works

Preservice teachers’ epistemic agency during practicums: case studies from Macau

Yang, H., & Gong, Y. F. (2023) · Language Culture and Curriculum · doi:10.1080/07908318.2023.2239848 · Cited by 10 · see citing works

Examining learning experiences designed to help teacher candidates bridge coursework and fieldwork

Peltier, M. R., Bemiss, E., Shimek, C., Wig, A. V., Hopkins, L. J., Davis, S. G., Scales, R. Q., & Scales, W. D. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103468 · Cited by 10 · see citing works

Identifying beliefs held by preservice chemistry teachers in order to improve instruction during their teaching courses

Kotuľáková, K. (2020) · Chemistry Education Research and Practice · doi:10.1039/c9rp00190e · Cited by 9 · see citing works

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers

Colognesi, S., Coppe, T., Leroux, L., & Wiertz, C. (2024) · British Educational Research Journal · doi:10.1002/berj.4014 · Cited by 9 · see citing works

The Double-voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education

Brown, C. P., Puckett, K., Barry, D. P., & Ku, D. H. (2021) · Action in Teacher Education · doi:10.1080/01626620.2020.1863283 · Cited by 9 · see citing works

Efficacy of a Web-Based Stress Management Intervention for Beginning Teachers on Reducing Stress and Mechanisms of Change: Randomized Controlled Trial

Heckendorf, H., & Lehr, D. (2025) · Journal of Medical Internet Research · doi:10.2196/58475 · Cited by 9 · see citing works

“Moving in more closely”: Using Q methodology to explore preservice teacher identity formation as a complex dynamic system

Pilcher, E. (2023) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2023.100265 · Cited by 8 · see citing works

Preservice Teachers' Profiles of Emotional Competencies: Associations With Stress, Anxiety, and Emotional Exhaustion During Practicum

Dekeyser, S., Caesens, G., & Hanin, V. (2025) · Psychology in the Schools · doi:10.1002/pits.23475 · Cited by 7 · see citing works

Navigate the start: Affective-motivational competence drives beginning teachers' instructional quality and occupational well-being

Kirschning, H., Bernholt, A., Kauper, T., Møller, J., & Zimmermann, F. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105217 · Cited by 7 · see citing works

Why was inquiry practice not there? Analysis of demand-resource empirics of classroom pedagogy

Boadu, G. (2022) · Educational Review · doi:10.1080/00131911.2022.2066631 · Cited by 7 · see citing works

Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model

Morrison-Love, D., & Patrick, F. (2022) · Research in Science & Technological Education · doi:10.1080/02635143.2022.2116422 · Cited by 6 · see citing works

Mentalising and self-efficacy – disentangling their impact on well-being and symptom severity in novice special education teachers

Schwarzer, N.-H., Link, P.-C., Nolte, T., Turner, A., Kirsch, H., Langnickel, R., & Gingelmaier, S. (2024) · European Journal of Special Needs Education · doi:10.1080/08856257.2024.2402167 · Cited by 7 · see citing works

“Change happens at the speed of trust”: Context-attentive mentoring for early career teachers

Maloch, B., Ries, E., Murdter-Atkinson, J. A., Wright, A., Alexander, K. H., & Wetzel, M. M. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104817 · Cited by 7 · see citing works

Using digital technology in the classroom adds new professional tasks for (student) teachers

Colognesi, S., & Hanin, V. (2023) · Technology Pedagogy and Education · doi:10.1080/1475939x.2023.2293155 · Cited by 7 · see citing works

La inducción docente desde el discurso supranacional

GALLARDO, C. A. D. (2021) · Profesorado Revista de Currículum y Formación del Profesorado · doi:10.30827/profesorado.v25i2.18443 · Cited by 7 · see citing works

Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?

Maué, E., Göller, M., Bonnes, C., & Kärner, T. (2023) · Vocations and Learning · doi:10.1007/s12186-023-09340-z · Cited by 6 · see citing works

Preservice Teachers’ Implicit and Explicit Attitudes Towards Teaching and Learning

Zaruba, N., Westphal, A., Antoniewicz, F., & Vock, M. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.619098 · Cited by 6 · see citing works

“She just can’t break it down to the classroom…”: expert perspectives on German geography trainee teachers’ competencies and initial teaching

Fischer, F. (2021) · International Research in Geographical and Environmental Education · doi:10.1080/10382046.2021.1973254 · Cited by 6 · see citing works

Mentorship programmes in public primary schools: Beginner teachers’ perspectives.

Mpisi, A., & Zoutendijk, N. (2022) · International Journal of Scientific Research and Management (IJSRM) · doi:10.18535/ijsrm/v10i1.el09 · Cited by 6 · see citing works

Anxiety of Practice Teachers on Final Teaching Demonstration

Albasin-Lacaba, I. G., Avenir, M., Permejo, J., & Cornillez, E. E. (2022) · Journal of Education Management and Development Studies · doi:10.52631/jemds.v2i1.76 · Cited by 6 · see citing works

Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective

Abellán, C. M. A., Pruaño, A. P., Nieto, J. M., & González, M. B. A. (2022) · Journal of Professional Capital and Community · doi:10.1108/jpcc-08-2022-0047 · Cited by 6 · see citing works

What you think is what you feel: Immigration-related value beliefs predict emotional exhaustion in pre-service teachers

Lorusso, S., Hachfeld, A., & Kärner, T. (2024) · Social Psychology of Education · doi:10.1007/s11218-023-09877-w · Cited by 6 · see citing works

Das Praxissemester im Lehramtsstudium in Hessen

:null (2023) · Waxmann Verlag GmbH eBooks · doi:10.31244/9783830995784 · Cited by 6 · see citing works

Understanding the connection between pre-service teachers’ emotions and identity through metaphor: a qualitative study into six candidates from a Chilean university

Salinas, Y. M. (2023) · Pedagogy Culture and Society · doi:10.1080/14681366.2023.2249463 · Cited by 5 · see citing works

Self‐perceptions in difficult times. A study highlighting how creative self‐efficacy of teachers is influenced by perceived stress, hope and critical thinking disposition

Mangion, M., Camilleri, G., & Vella, M. (2024) · European Journal of Education · doi:10.1111/ejed.12700 · Cited by 5 · see citing works

A Model for Collaborative Immersive Classroom Management Development Using Multi-user Virtual Reality

Paulsen, L., & Davidsen, J. (2024) · European Conference on e-Learning · doi:10.34190/ecel.23.1.2748 · Cited by 5 · see citing works

Authentische Kontexte für MINT-Lernumgebungen

Schmid, A. M. (2023) · Logos Verlag Berlin eBooks · doi:10.30819/5605 · Cited by 5 · see citing works

Navigating Teacher Professionalism: The Influence of Challenge and Hindrance Stress Through Work Passion

Chen, S., & Liu, W. (2025) · Psychology in the Schools · doi:10.1002/pits.23522 · Cited by 5 · see citing works

How Permeable Are the Beliefs of Future Secondary School Mathematics Teachers to Pre-Service Experiences? Looking Across Their Years of Training

Hanin, V., & Holm, J. L. (2023) · SAGE Open · doi:10.1177/21582440231216836 · Cited by 4 · see citing works

The role of performance skills in German teacher education: empirical relations between general pedagogical knowledge, communication skills, and grades

Walz, K., Schwabe, U., & Braun, E. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1327827 · Cited by 4 · see citing works

The role of agency and communion in understanding teacher-student conflict resolution: The needs-based model of reconciliation

Yablon, Y. B., Wertheimer, N., Hollombe, S., & Iluz, S. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104807 · Cited by 4 · see citing works

Clustered job characteristics and beginning teachers’ professional identity: a job demands-resources perspective

Li, B., Li, Z., Yuan, W., & Fu, M. (2025) · Educational Psychology · doi:10.1080/01443410.2025.2455564 · Cited by 4 · see citing works

Evaluation of Pre-Service Teachers' Views on the Reality Shock of the Teaching Practicum Course

Çakar, N., & Özan, M. B. (2025) · Bartın University Journal of Faculty of Education · doi:10.14686/buefad.1413305 · Cited by 4 · see citing works

Categories of teacher engagement in professional development and their attributions in the Chinese context: Implications for future PDs

Liu, M., Huang, J. L., & Song, G. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105090 · Cited by 4 · see citing works

From Passion to Struggle: Identity Conflicts, Emotional Turmoil, and Coping Strategies of Early-Career Teachers

Pi, X. (2025) · The Teacher Educator · doi:10.1080/08878730.2025.2568842 · Cited by 4 · see citing works

From Theory to Practice in Inclusive Education: Effects of a Consecutive Training Pathway in Physical Activity and Sport Sciences Students

Marcos-Rivero, B., Ortuondo, J., Henríquez, M., Cornejo, M. I., & Yanci, J. (2026) · Behavioral Sciences · doi:10.3390/bs16030360 · Cited by 4 · see citing works

Seven reasons why elementary school teachers do not encourage their students' metacognition in L1 language lessons

Colognesi, S., Coppe, T., Dannau, L., & Barbier, É. (2024) · European Journal of Education · doi:10.1111/ejed.12740 · Cited by 4 · see citing works

"Double reality shock" when becoming a teacher? The development and potential influencing factors of emotional exhaustion during teacher induction time, and after having worked as fully licensed teacher

Dicke, T., Holzberger, D., Kunina‐Habenicht, O., Linninger, C., Schulze-Stocker, F., Seidel, T., Terhart, E., Leutner, D., & Kunter, M. (2016) · Research Bank (Australian Catholic University)

Changes in beginning teachers’ classroom management knowledge and emotional exhaustion during the induction phase

Voss, T., Wagner, W., Klusmann, U., Trautwein, U., & Kunter, M. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.08.002 · Cited by 100 · see citing works

Causes, coping and consequences of stress at work

Jones, K. V. (1989) · Journal of Psychosomatic Research · doi:10.1016/0022-3999(89)90016-0 · Cited by 153 · see citing works

Beginning teachers’ efficacy and emotional exhaustion: latent changes, reciprocity, and the influence of professional knowledge.

Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.11.003 · Cited by 208 · see citing works

Teacher emotions and emotional exhaustion among regularly and non-regularly trained novice teachers: self-perceptions and external evaluations

Huber, M., & Haupt, C. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1692253