Classroom Interaction Challenges as Triggers for Improving Early Career Teachers’ Pedagogical Understanding and Competencies Through Mentoring Dialogues-Reference-Cited by-同舟云学术

Classroom Interaction Challenges as Triggers for Improving Early Career Teachers’ Pedagogical Understanding and Competencies Through Mentoring Dialogues

Published:2021 Issue: Volume: Page:221-241
ISSN:2524-7069
Container-title:Teacher Induction and Mentoring
language:
Short-container-title:

Author:

Toom Auli,Husu Jukka

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-030-79833-8_9

Reference57 articles.

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3. Bennet, S., Brown, J., Jr., Kirby-Smith, A., & Severson, B. (2013). Influences of the heart: Novice and experienced teachers remaining in the field. Teacher Development, 17(4), 562–576.

4. Biesta, G., Priestley, M., & Robinson, S. (2017). Talking about education: Exploring the significance of teachers’ talk for teacher agency. Journal of Curriculum Studies, 49(1), 38–54. https://doi.org/10.1080/00220272.2016.1205143

5. Bressman, S., Winter, J. S., & Efron, S. E. (2018). Next generation mentoring: Supporting teachers beyond induction. Teaching and Teacher Education, 73, 162–170. https://doi.org/10.1016/j.tate.2018.04.003

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