Discursive positioning of beginning teachers’ professional learning during induction: a critical literature review from 2004 to 2014
Author:
Affiliation:
1. Faculty of Education and Health Sciences, University of Limerick, Limerick, Republic of Ireland
2. Faculty of Education, Mary Immaculate College, Limerick, Republic of Ireland
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/1359866X.2017.1280598
Reference38 articles.
1. Northern Ireland beginning teachers' experiences of induction: the ‘haves’ and the ‘have nots’
2. Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations
3. The power of the ‘object’ to influence teacher induction outcomes
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