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Learning from Research on Beginning Teachers

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International Handbook of Teacher Education

Abstract

The chapter reviews international research on beginning teachers from 2001 onwards on the basis of three thematic areas related to beginning teacher professional learning and identity building and to the specific tasks of teaching and student learning as well as the cognitive, emotional and social aspects involved. It is organised in three thematic sections: (a) subject-matter teaching, cognitive processing and concerns for relevance and student learning on the part of beginning teachers; (b) impact of the teaching and school community contexts and the social and emotional tensions experienced by new teachers, as well as opportunities for collaborative learning and (c) reconfiguration of professional identity from teacher education into classroom teaching, the impact of external policies and the quality of support structures. In relation to each theme, besides providing an overview of related research, two or three specific pieces of relevant studies are examined and used as evidence for conclusions.

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Avalos, B. (2016). Learning from Research on Beginning Teachers. In: Loughran, J., Hamilton, M. (eds) International Handbook of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0366-0_13

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