تجربه زیسته دانش اموزان از تدریس معلمان تازه خدمت

Abdurrahman, K. O. C. A. (2022). Problems of novice teachers: Challenges vs. support. Journal of education in black sea region, 1(2).‏ https://doi.org/10.31578/jebs.v1i2.22.

Aitken, R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations. Teaching and Teacher Education, 27(2), 350-356. https://10.1016/j.tate.2010.09.003.

Akcor, G., & Savasci, M. (2020). A Review of Challenges and Recommendations for Novice EFL Teachers in Turkey. Novitas-ROYAL (Research on Youth and Language), 14(2), 16-37. http://www.novitasroyal.org/.

Amin, M. Y. M., & Rahimi, A. (2018). Challenges faced by novice EFL teachers. International Journal, 5(1), 149-166.

Ben-Amram, M., & Davidovitch, N. (2024). Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era. Education Sciences, 14(2), 143. https://doi.org/10.3390/educsci14020143.

Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597-615. https://doi.org/10.1080/13562517.2020.1839746.

Cremin, T., & Barnes, J. (2018). Creativity and creative teaching and learning. In Learning to teach in the primary school (pp. 428-442). Routledge.

Denscombe, M. (2014). The good research guide: for small-scale social research projects. McGraw-Hill Education (UK).

Diab, A., & Green, E. (2024). Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts. Education Sciences, 14(7), 711. https://doi.org/10.3390/educsci14070711.

Ewing, L. A. (2021). Mentoring novice teachers. Mentoring & Tutoring: Partnership in Learning, 29(1), 50-69. https://doi.org/10.1080/13611267.2021.1899585.

Farrell, T. S. (2019). 'My Training Has Failed Me': Inconvenient Truths about Second Language Teacher Education (SLTE). TESL-EJ, 22(4), n4. http://tesl-ej.org.

Gholam, A. (2018). A mentoring experience: From the perspective of a novice teacher. International Journal of Progressive Education, 14(2), 1-12. http://www.inased.org/ijpe.htm

Kozikoglu, I. (2023). A content analysis concerning the studies on challenges faced by novice teachers. Kıbrıslı Eğitim Bilimleri Dergisi, 12(2), 91-106.

Johnson, D. (2017). The role of teachers in motivating students to learn. BU Journal of Graduate studies in education, 9(1), 46-49. https://files.eric.ed.gov/fulltext/EJ1230415.pdf?utm_source=chatgpt.com.

Saleem, A., Muhammad, Y., & Masood, S. (2020). Classroom management challenges and administrative support in elementary schools: Experiences of novice public-school teachers. UMT Education Review, 3(2), 29-46. https://doi.org/10.32350/uer.32.02.

Zimmerman, A. S. (2016). Developing confidence in STEAM: Exploring the challenges that novice elementary teachers face. The STEAM Journal, 2(2), 15. https://scholarship.claremont.edu/steam/vol2/iss2/15.

Maulana, R., & Helms-Lorenz, M. (2016). Observations and student perceptions of the quality of preservice teachers’ teaching behaviour: Construct representation and predictive quality. Learning Environments Research, 19, 335-357. https://doi.org/10.1007/s10984-016-9215-8.

Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners’ behavior attract preservice teachers’ attention during teaching?. Teaching and teacher education, 97, 103213. https://doi.org/10.1016/j.tate.2020.103213.

Junker, R., Gold, B., & Holodynski, M. (2021). Classroom management of pre-service and beginning teachers: From dispositions to performance. International Journal of Modern Education Studies, 5(2), 339-363. https://files.eric.ed.gov/fulltext/EJ1328103.pdf.

Raffo, C., & Hall, D. (2006). Transitions to becoming a teacher on an initial teacher education and training programme. British Journal of Sociology of Education, 27(1), 53-66. https://doi.org/10.1080/01425690500376705.

Long, J., Ying, K., Luo, Y., & Chen, X. (2024). Emotional intelligence development predicts novice teachers’ professional identity, teaching enthusiasm, and teacher-student relationships: the mediation of positive teacher emotions. European Journal of Teacher Education, 1-20. https://doi.org/10.1080/02619768.2024.2414910.

Makoa, M. M., & Segalo, L. J. (2021). Novice teachers’ experiences of challenges of their professional development. International Journal of Innovation, Creativity and Change, 15(10), 930-942.

Marudadorai, S., Musa, S. U. M., & Ramamuruthy, V. (2023). Voices of novice teachers in Malaysian international schools: Challenges in the first year of EMI teaching. Issues in Educational Research, 33(3), 1066-1083.

Nissim, Y., & Danial-Saad, A. (2023). The Resilient Teacher: Unveiling the Positive Impact of the Collaborative Practicum Model on Novice Teachers. Education Sciences, 13(11), 1162. https://doi.org/10.3390/educsci13111162.

 

Nurlatifah, A., Adireja, R. K., & Hasim, W. (2024). UNREVEALING THE CHALLENGES OF NOVICE ENGLISH TEACHERS IN ENGLISH TEACHING. English Education and Applied Linguistics Journal (EEAL Journal), 4(3), 246-252.

Qi, C., Liang, H., Zuo, S., & Li, R. (2024). Comparing competency-oriented student activities between expert and novice teachers in China: Insights from an epistemic network analysis (ENA). Education and Information Technologies, 1-28. https://doi.org/10.1007/s10639-024-12467-8.

Rashad Ali Bin-Hady, W. (2018). A study of novice teachers' challenges at their practical teaching phase. IJLRES-International Journal on Language, Research and Education Studies, 2(3).

Saidin, K., Shafii, S., & Veloo, A. (2020). Novice teachers’ strategies to overcome the challenges in teaching and learning. Elementary Education Online.

Saleem, A., Muhammad, Y., & Masood, S. (2020). Classroom management challenges and administrative support in elementary schools: Experiences of novice public-school teachers. UMT Education Review, 3(2), 29-46. https://doi.org/10.32350/uer.32.02.

Symeonidis, V., Haas, E., & Schneider, K. (2023). Personal, social and professional support for newly qualified teachers: Teacher induction in Austria. Teaching and Teacher Education, 121, 103916. https://doi.org/10.1016/j.tate.2022.103916.

Saxer, K., Schnell, J., Mori, J., & Hascher, T. (2024). The role of teacher–student relationships and student–student relationships for secondary school students’ well-being in Switzerland. International Journal of Educational Research Open, 6, 100318. https://doi.org/10.1016/j.ijedro.2023.100318.

Scholte, J. (2024). The influence of informal support on job satisfaction and in turn retention of beginning Dutch and Belgian primary and secondary school teachers.

Williams, S. (2024). BRIDGING THE GAP: UNDERSTANDING CHALLENGES FACED BY NOVICE EDUCATORS IN THE PRACTICAL TEACHING PHASE. European International Journal of Philological Sciences, 4(04), 01-07. https://inlibrary.uz/index.php/eijps/article/view/34092.

 

Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800. https://doi.org/10.1016/j.tate.2022.103800.

Abdurrahman, K. O. C. A. (2022). Problems of novice teachers: Challenges vs. support. Journal of education in black sea region, 1(2).‏ https://doi.org/10.31578/jebs.v1i2.22.

Aitken, R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations. Teaching and Teacher Education, 27(2), 350-356. https://10.1016/j.tate.2010.09.003.

Akcor, G., & Savasci, M. (2020). A Review of Challenges and Recommendations for Novice EFL Teachers in Turkey. Novitas-ROYAL (Research on Youth and Language), 14(2), 16-37. http://www.novitasroyal.org/.

Amin, M. Y. M., & Rahimi, A. (2018). Challenges faced by novice EFL teachers. International Journal, 5(1), 149-166.

Ben-Amram, M., & Davidovitch, N. (2024). Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era. Education Sciences, 14(2), 143. https://doi.org/10.3390/educsci14020143.

Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597-615. https://doi.org/10.1080/13562517.2020.1839746.

Cremin, T., & Barnes, J. (2018). Creativity and creative teaching and learning. In Learning to teach in the primary school (pp. 428-442). Routledge.

Denscombe, M. (2014). The good research guide: for small-scale social research projects. McGraw-Hill Education (UK).

Diab, A., & Green, E. (2024). Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts. Education Sciences, 14(7), 711. https://doi.org/10.3390/educsci14070711.

Ewing, L. A. (2021). Mentoring novice teachers. Mentoring & Tutoring: Partnership in Learning, 29(1), 50-69. https://doi.org/10.1080/13611267.2021.1899585.

Farrell, T. S. (2019). 'My Training Has Failed Me': Inconvenient Truths about Second Language Teacher Education (SLTE). TESL-EJ, 22(4), n4. http://tesl-ej.org.

Gholam, A. (2018). A mentoring experience: From the perspective of a novice teacher. International Journal of Progressive Education, 14(2), 1-12. http://www.inased.org/ijpe.htm

Kozikoglu, I. (2023). A content analysis concerning the studies on challenges faced by novice teachers. Kıbrıslı Eğitim Bilimleri Dergisi, 12(2), 91-106.

Johnson, D. (2017). The role of teachers in motivating students to learn. BU Journal of Graduate studies in education, 9(1), 46-49. https://files.eric.ed.gov/fulltext/EJ1230415.pdf?utm_source=chatgpt.com.

Saleem, A., Muhammad, Y., & Masood, S. (2020). Classroom management challenges and administrative support in elementary schools: Experiences of novice public-school teachers. UMT Education Review, 3(2), 29-46. https://doi.org/10.32350/uer.32.02.

Zimmerman, A. S. (2016). Developing confidence in STEAM: Exploring the challenges that novice elementary teachers face. The STEAM Journal, 2(2), 15. https://scholarship.claremont.edu/steam/vol2/iss2/15.

Maulana, R., & Helms-Lorenz, M. (2016). Observations and student perceptions of the quality of preservice teachers’ teaching behaviour: Construct representation and predictive quality. Learning Environments Research, 19, 335-357. https://doi.org/10.1007/s10984-016-9215-8.

Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners’ behavior attract preservice teachers’ attention during teaching?. Teaching and teacher education, 97, 103213. https://doi.org/10.1016/j.tate.2020.103213.

Junker, R., Gold, B., & Holodynski, M. (2021). Classroom management of pre-service and beginning teachers: From dispositions to performance. International Journal of Modern Education Studies, 5(2), 339-363. https://files.eric.ed.gov/fulltext/EJ1328103.pdf.

Raffo, C., & Hall, D. (2006). Transitions to becoming a teacher on an initial teacher education and training programme. British Journal of Sociology of Education, 27(1), 53-66. https://doi.org/10.1080/01425690500376705.

Long, J., Ying, K., Luo, Y., & Chen, X. (2024). Emotional intelligence development predicts novice teachers’ professional identity, teaching enthusiasm, and teacher-student relationships: the mediation of positive teacher emotions. European Journal of Teacher Education, 1-20. https://doi.org/10.1080/02619768.2024.2414910.

Makoa, M. M., & Segalo, L. J. (2021). Novice teachers’ experiences of challenges of their professional development. International Journal of Innovation, Creativity and Change, 15(10), 930-942.

Marudadorai, S., Musa, S. U. M., & Ramamuruthy, V. (2023). Voices of novice teachers in Malaysian international schools: Challenges in the first year of EMI teaching. Issues in Educational Research, 33(3), 1066-1083.

Nissim, Y., & Danial-Saad, A. (2023). The Resilient Teacher: Unveiling the Positive Impact of the Collaborative Practicum Model on Novice Teachers. Education Sciences, 13(11), 1162. https://doi.org/10.3390/educsci13111162.

 

Nurlatifah, A., Adireja, R. K., & Hasim, W. (2024). UNREVEALING THE CHALLENGES OF NOVICE ENGLISH TEACHERS IN ENGLISH TEACHING. English Education and Applied Linguistics Journal (EEAL Journal), 4(3), 246-252.

Qi, C., Liang, H., Zuo, S., & Li, R. (2024). Comparing competency-oriented student activities between expert and novice teachers in China: Insights from an epistemic network analysis (ENA). Education and Information Technologies, 1-28. https://doi.org/10.1007/s10639-024-12467-8.

Rashad Ali Bin-Hady, W. (2018). A study of novice teachers' challenges at their practical teaching phase. IJLRES-International Journal on Language, Research and Education Studies, 2(3).

Saidin, K., Shafii, S., & Veloo, A. (2020). Novice teachers’ strategies to overcome the challenges in teaching and learning. Elementary Education Online.

Saleem, A., Muhammad, Y., & Masood, S. (2020). Classroom management challenges and administrative support in elementary schools: Experiences of novice public-school teachers. UMT Education Review, 3(2), 29-46. https://doi.org/10.32350/uer.32.02.

Symeonidis, V., Haas, E., & Schneider, K. (2023). Personal, social and professional support for newly qualified teachers: Teacher induction in Austria. Teaching and Teacher Education, 121, 103916. https://doi.org/10.1016/j.tate.2022.103916.

Saxer, K., Schnell, J., Mori, J., & Hascher, T. (2024). The role of teacher–student relationships and student–student relationships for secondary school students’ well-being in Switzerland. International Journal of Educational Research Open, 6, 100318. https://doi.org/10.1016/j.ijedro.2023.100318.

Scholte, J. (2024). The influence of informal support on job satisfaction and in turn retention of beginning Dutch and Belgian primary and secondary school teachers.

Williams, S. (2024). BRIDGING THE GAP: UNDERSTANDING CHALLENGES FACED BY NOVICE EDUCATORS IN THE PRACTICAL TEACHING PHASE. European International Journal of Philological Sciences, 4(04), 01-07. https://inlibrary.uz/index.php/eijps/article/view/34092.

 

Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education, 117, 103800. https://doi.org/10.1016/j.tate.2022.103800.