|
[1]
|
Allen, M. B. (2005). Eight Questions on Teacher Recruitment and Retention: What Does the Research Say? The Education Commission of the States (ECS).
http://files.eric.ed.gov/fulltext/ED489332.pdf
|
|
|
[2]
|
Anhorn, R. (2008). The Profession That Eats Its Young. Delta Kappa Gamma Bulletin, 74, 15-26.
|
|
|
[3]
|
Berliner, D. C. (1988). The Development of Expertise in Pedagogy. Charles W. Hunt Memorial Lecture Presented at the Annual Meeting of the American Association of Colleges for Teacher Education. New Orleans.
|
|
|
[4]
|
Britzman, D. (1991). Practice Makes Practice: A Critical Study of Learning to Teach. Albany, NY: State University of New York Press.
|
|
|
[5]
|
Bullough Jr., R. V., & Draper, R. J. (2004). Mentoring and Emotions. Journal of Education for Teaching, 30, 271-288.
http://dx.doi.org/10.1080/0260747042000309493
|
|
|
[6]
|
Clandinin, D. J. (1986). Classroom Practice: Teacher Images in Action. Bristol, PA: Falmer Press.
|
|
|
[7]
|
Cochran-Smith, M. (2004a). Stayers, Leavers, Lovers, and Dreamers: Insights about Teacher Retention. Journal of Teacher Education, 55, 387-392.
http://dx.doi.org/10.1177/0022487104270188
|
|
|
[8]
|
Cochran-Smith, M. (2004b). Walking the Road: Race, Diversity and Social Justice in Teacher Education. New York: Teachers College Press.
|
|
|
[9]
|
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as Curriculum Planners—Narratives of Experience. New York: The Ontario Institute for Studies in Education and Teachers, Columbia University.
|
|
|
[10]
|
Cookson, P. W. (2005). Your First-Year: Why Teach? Teaching Pre K-8, 36, 14-21.
|
|
|
[11]
|
Culross, J. (2007). Why I Teach. College Teaching, 52, 63-80.
http://dx.doi.org/10.3200/CTCH.52.2.63-80
|
|
|
[12]
|
Darling-Hammond, L. (1999). Professional Development for Teachers: Setting the Stage for Learning from Teaching. Santa Cruz, CA: The Center for the Future of Teaching & Learning.
http://www.cftl.org/documents/Darling_Hammond_paper.pdf
|
|
|
[13]
|
Darling-Hammond, L. (1990). Teachers and Teaching: Signs of a Changing Profession. In R. Houston (Ed.), Handbook of Research on Teacher Education (pp. 267-289). New York: Macmillan Publishing Company.
|
|
|
[14]
|
Doyle, W. (2006). Ecological Approaches to Classroom Management. In C. Evertson, & C. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice and Contemporary Issue (pp. 97-125). US: Lawrence Erlbaum Associa.
|
|
|
[15]
|
Fokkens-Bruinsma, M., & Canrinus, E. T. (2012). The Factors Influencing Teaching (FIT)-Choice Scale in a Dutch Teacher Education Program, Asia-Pacific Journal of Teacher Education, 40, 249-269.
http://dx.doi.org/10.1080/1359866X.2012.700043
|
|
|
[16]
|
Gilar, R., Ruiz, M., & Castejón, C. L. (2007). Diary-Based Strategy Assessment and Its Relationship to Performance in a Group of Trainee Teachers. Teaching and Teacher Education, 23, 1334-1344.
http://dx.doi.org/10.1016/j.tate.2006.07.012
|
|
|
[17]
|
Goddard, R., & Goddard, M. (2006). Beginning Teacher Burnout in Queensland Schools: Associations with Serious Intentions to Leave. The Australian Educational Researcher, 33, 61-75.
http://dx.doi.org/10.1007/BF03216834
|
|
|
[18]
|
Ingersoll, R. M., & Smith, T. M., (2003). The Wrong Solution to the Teacher Shortage. Educational Leadership, 60, 30-33.
|
|
|
[19]
|
Ingersoll, R., & Kralik, J. (2004). The Impact of Mentoring on Teacher Retention: What the Research Says. Denver, CO: The Education Commission of the States.
|
|
|
[20]
|
Inman, D., & Marlow, L. (2004). Teacher Retention: Why Do Beginning Teachers Remain in the Profession? Education, 124, 605-614.
|
|
|
[21]
|
Kelchtermans, G., & Ballet, K. (2002). The Micropolitics of Teacher Induction: A Narrative-Biographical Study on Teacher Socialization. Teaching and Teacher Education, 18, 105-120.
http://dx.doi.org/10.1016/S0742-051X(01)00053-1
|
|
|
[22]
|
Kitching, K., Morgan, M., & O’Leary, M. (2009). It’s the Little Things: Exploring the Importance of Commonplace Events for Early-Career Teachers’ Motivation. Teachers and Teaching: Theory and Practice, 15, 43-58.
http://dx.doi.org/10.1080/13540600802661311
|
|
|
[23]
|
Kyriacou, C., & Kune, R. (2007). Beginning Teachers’ Expectations of Teaching. Teaching and Teacher Education, 23, 1246-1257. http://dx.doi.org/10.1016/j.tate.2006.06.002
|
|
|
[24]
|
Lortie, D. (1975). Schoolteacher: A Sociological Study. Chicago, IL: University of Chicago Press.
|
|
|
[25]
|
Mäkinen, M. (2013). Becoming Engaged in Inclusive Practices: Narrative Reflections on Teaching as Descriptors of Teachers’ Work Engagement. Teaching and Teacher Education, 35, 51-61.
http://dx.doi.org/10.1016/j.tate.2013.05.005
|
|
|
[26]
|
Maskit, D. (2013). First Months in Teaching—Novices Relate to Their Difficulties. Creative Education, 4, 1-8.
|
|
|
[27]
|
Maskit, D., & Dickman, N. (2006). From “Student-Teacher” to “Becoming a Teacher”—Story of a Beginning. In A. Kupperberg, & O. Olstein (Eds.), Discourse in Education (pp. 21-49). Tel Aviv: Klil Education Books with MOFET Institute.
|
|
|
[28]
|
Melnick, S. A., & Meister, D. G. (2008). A Comparison of Beginning and Experienced Teachers’ Concerns. Educational Research Quarterly, 31, 39-56.
|
|
|
[29]
|
Ministry of Education (2004). Policy Document. Jerusalem. (In Hebrew).
|
|
|
[30]
|
Moore-Russo, D. A., & Wilsey, J. N. (2014). Delving into the Meaning of Productive Reflection: A Study of Future Teachers’ Reflections on Representations of Teaching. Teaching and Teacher Education, 37, 76-90.
http://dx.doi.org/10.1016/j.tate.2013.10.002
|
|
|
[31]
|
Murshidi, R., Konting, M. M., Elias, H., & Fooi, F. S. (2006). Sense of Efficacy among Beginning Teachers in Sarawak. Teaching Education, 17, 265-275.
http://dx.doi.org/10.1080/10476210600849730
|
|
|
[32]
|
National Council for Accreditation of Teacher Education, NCATE (2010). Report of the Blue Ribbon Panel on Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers: Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships. Washington DC.
http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3D&tabid=715
|
|
|
[33]
|
Norman, P. J., & Feinman-Nemser, S. (2005). Mind Activity in Teaching and Mentoring. Teaching and Teacher Education, 21, 679-697.
http://dx.doi.org/10.1016/j.tate.2005.05.006
|
|
|
[34]
|
OECD (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS.
http://www.oecd.org/berlin/43541655.pdf
|
|
|
[35]
|
Patton, M. Q. (2002) Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
|
|
|
[36]
|
Stoeber, J., & Rennert, D. (2008). Perfectionism in School Teachers: Relations with Stress Appraisals, Coping Styles, and Burnout. Anxiety, Stress and Coping, 21, 37-53.
http://dx.doi.org/10.1080/10615800701742461
|
|
|
[37]
|
Stoughton, E. H. (2007). “How Will I Get Them to Behave?” Pre Service Teachers Reflect on Classroom Management. Teaching and Teacher Education, 23, 1024-1037.
http://dx.doi.org/10.1016/j.tate.2006.05.001
|
|
|
[38]
|
Strauss, A. L. (1987). Qualitative Analysis for Social Scientists. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511557842
|
|
|
[39]
|
Strauss, A., & Corbin, J. (1994). Grounded Theory Methodology: An Overview. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (Charpter 17, pp. 273-285). Thousand Oaks, CA: SAGE.
|
|
|
[40]
|
Vonk, J. H. C. (1993). Mentoring Beginning Teachers: Mentor Knowledge and Skills. Mentoring and Tutoring: Partnership and Learning, 1, 31-41.
http://dx.doi.org/10.1080/0968465930010106
|
|
|
[41]
|
Weinstein, C. S. (1990). Prospective Elementary Teachers’ Beliefs about Teaching: Implications for Teacher Education. Teaching and Teacher Education, 6, 279-290.
http://dx.doi.org/10.1016/0742-051X(90)90019-2
|
|