Feedback from first-year teachers: rethinking the transfer problem in China
Author:
Affiliation:
1. School of Teacher Education, Faculty of Education, East China Normal University, Shanghai, China
Funder
Peak Discipline Construction Project of Education at East China Normal University
Publisher
Informa UK Limited
Subject
Arts and Humanities (miscellaneous),Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/13540602.2018.1446927
Reference70 articles.
1. Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace
2. The Work of Teaching and the Challenge for Teacher Education
3. Teacher Preparation and Student Achievement
4. Taking and teaching the test are not the same: a case study of first-year teachers’ experiences in high-stakes contexts
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1. A Challenging Transition: Factors Influencing the Effort-Reward Imbalance and Coping Strategies of Beginning Teachers in China;Psychology Research and Behavior Management;2023-07
2. The Return of “One Guideline, One Textbook” Policy: Moral Education Textbook and Teacher Interaction in China;Comparative Education Review;2022-02-01
3. Pre-service teachers’ ethical role construction in China;Journal of Beliefs & Values;2021-12-15
4. Comparing motivations of pre-service and beginning teachers in China: impact of culture and experience;Journal of Education for Teaching;2021-03-17
5. Pre-service teachers' perceptions of teacher morality in China;Teaching and Teacher Education;2019-11
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