Becoming a teacher involves not merely the accumulation of disciplinary knowledge and pedagogical techniques, but also significant transformations of identity. A sensitive and research-based appreciation of the nature of these transformations, and their significance for beginning teachers, is potentially valuable for both pre-service teacher…

Initial teacher formation is a permanent focus of attention on the part of research, as the value of education for the progress of society is well known. However, given the naturalization of instrumental criteria as common sense acquired in today's society, on occasion, initial teacher formation reproduces a technocratic perspective of education,…

Attending to student sense-making and enacting asset-based approaches to mathematics teaching are becoming a more central focus of mathematics teacher education. Less attention, however, has been given to supporting early career mathematics teachers with the everyday challenges of attempting to bring this vision into the classroom while teaching…

Uncontested narratives of normality in primary teacher training are located and demonstrated in heteronormativity, whiteness, able-bodiedness and femininity. Early-Career Teachers who know and feel they lie outside of these are positioned uneasily as they try to locate spaces to express their identities and enable self-agency. This article…

Occupations often require a set of common characteristics and abilities in order for an individual to be successful (Super, 1990), and new professionals have to navigate much more than new offices, policies, tasks, and expectations to achieve that success. The authors sought to better understand the early career stage in the field of educational…

This study examines teachers' experiences of transition at different points in time over a two-year period to encapsulate their journey to becoming a qualified teacher. Six novice teachers participated in a study in their final year of university through to their first year as a newly qualified teacher. Reflective journals, one-to-one interviews…

Those entering a new workplace often come with knowledge and skills relevant to the job they are employed to do; however, there will be site-based practices that they are unfamiliar with. Most of the learning about 'how we do things around here' occurs after a new role is commenced. This is certainly the case with novice Vocational Education and…

The overall objective of this study was to investigate the constraints that have occurred regarding the first-year English language teachers' professional identity construction at five Chinese universities. The approach adopted in the study was Narrative Inquiry. Interview data with five teachers were collected and analysed through a framework…

Background/purpose: This study analyzed the contribution of three mentorship practices relatively and cumulatively to the research productivity of early-career academics in the field of educational psychology in universities. The study was conducted in the South-South region of Nigeria. Materials/methods: The research method adopted was the…

This article describes the author's journey into the work of Patricia Carini and the descriptive processes developed at Prospect School and Center. The author begins with her first experiences learning to observe and describe children using Descriptive Review as a new teacher and graduate teacher education student. She goes on to discuss how this…

In this study, we investigated the perceptions of beginning teachers regarding their preparation for becoming inclusive educators. Our aim was to explore what they considered facilitators and barriers to becoming inclusive educators upon transitioning into the profession. The research was informed by the three apprenticeships model encompassing…

Despite high-quality initial teacher education (ITE), a notable proportion of newly graduated teachers encounter a stark reality shock upon entering the profession, facing burnout and suboptimal teaching performance. While internships during ITE are often seen as a potential solution to bridge the gap between theory and practice, their…

This article reports on a framework for collective professional learning and its influence on the development of four early-career mathematics teacher educators as they work to transform their practice. The Collective Reflection for Change (CRC) framework centers on a shared referent to orient collaborative noticing and wondering. Findings from an…

School districts have been challenged to ensure all students received a high-quality education from highly qualified teachers; therefore, the role of teacher certification and preparedness must be thoroughly investigated. This study examined if there was a statistically significant difference in the interaction between age, gender, ethnicity, and…

To address chronically low rates of academic achievement among students with disabilities, as well as the high rates of burnout and attrition among special educators, new models for educator professional learning are critically needed. The EXPERT professional learning (EXPERT-PL) model aims to develop early career special educator expertise in DBI…