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How Reasons for Entry into the Profession Illuminate Teacher Identity Development

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References

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Cited by

2015Early career teacher attrition: intentions of teachers beginning234 cited
2015A model for study of teacher agency for social justice223 cited
2012Questioning the Research on Early Career Teacher Attrition and Retention213 cited
2014Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves191 cited
2018The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis184 cited
2020A meta-analysis of autonomous and controlled forms of teacher motivation178 cited
2019Domains of teacher identity: A review of quantitative measurement instruments174 cited
2014The cognitive, social and emotional processes of teacher identity construction in a pre-service teacher education programme164 cited
2011Learning (not) to become a teacher: A qualitative analysis of the job entrance issue142 cited
2019Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale138 cited
2014Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession130 cited
2012A Longitudinal Study of Teaching Practice and Early Career Decisions125 cited
2019Early Career Teachers and Their Need for Support: Thinking Again118 cited
2013Beginning teacher attrition: a question of identity making and identity shifting111 cited
2012Understanding the Induction of a Science Teacher: The Interaction of Identity and Context101 cited
2019Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience98 cited