Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning-Reference-Cited by-同舟云学术

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Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning

Published:2019-11-04 Issue:2 Volume:43 Page:258-276
ISSN:0261-9768
Container-title:European Journal of Teacher Education
language:en
Short-container-title:European Journal of Teacher Education

Author:

Colognesi Stéphane¹^ORCID,Van Nieuwenhoven Catherine²,Beausaert Simon³^ORCID

Affiliation:

1. IPSY, Université catholique de Louvain, Louvain-la-Neuve, Belgium

2. IACCHOS, Université catholique de Louvain, Louvain-la-Neuve, Belgium

3. Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, The Netherlands

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02619768.2019.1681963

Reference56 articles.

1. Caring about caring: newly qualified teachers’ experiences of their relationships within the school community

2. Beyond the Labor Market Paradigm: A Social Network Perspective on Teacher Recruitment and Retention

3. Employee help-seeking: Antecedents, consequences and new insights for future research

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