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Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings

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References

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2018School Accountability37 cited

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2006Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework115 cited
2010A team-teaching model for practicing project-based learning in high school: Collaboration between computer and subject teachers101 cited
2009Novice teachers' perspectives on mentoring: The case of the Estonian induction year

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85 cited

2012Opportunities to develop adaptive teaching expertise during supervisory conferences84 cited

2019The impact of mentoring on the Canadian early career teachers’ well-being81 cited

2016Being a mentor: novice teachers’ mentors’ conceptions of mentoring prior to training75 cited

2009L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience74 cited

2011Crossing borders: new teachers co-constructing professional identity in performative times64 cited

2017Supporting student teachers’ reflection as a paradigm shift process64 cited

2013Feedback consistencies and inconsistencies: eight mentors’ observations on one preservice teacher’s lesson61 cited

2017The professional development needs of early career teachers, and the extent to which they are met: a survey of teachers in England57 cited

2013The Becoming Art Teacher: A Reconciliation of Teacher Identity and the Dance of Teaching Art7 cited

2023Mapping Workplace-related Teachers’ Informal Learning: A Review1 cited