Continuity, support, togetherness and trust: findings from an evaluation of a university‐administered early professional development programme for teachers in England-Reference-Cited by-同舟云学术

Continuity, support, togetherness and trust: findings from an evaluation of a university‐administered early professional development programme for teachers in England

Published:2009-09 Issue:3 Volume:35 Page:357-379
ISSN:1941-5257
Container-title:Professional Development in Education
language:en
Short-container-title:Professional Development in Education

Author:

McIntyre Joanna,Hobson Andrew J.,Mitchell Nick

Publisher

Informa UK Limited

Subject

Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/19415250903016624

Reference72 articles.

1. “Somebody to count on”: Mentor/intern relationships in a beginning teacher internship program

2. First impressions do count: mentoring student teachers

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