It is often assumed that beginning teachers possess the skills, strategies and practices necessary for effective instructional practice and classroom management. The reality is that beginning teachers struggle to overcome the many challenges and obstacles faced in the first years of teaching. Without adequate supports, beginning teachers may…

'Programa de Especialização Docente Brasil' (PED Brasil) is a learning and professional development program in mathematics or science education for primary or secondary in-service schoolteachers. Designed to be a teacher education program that addresses issues related to educational quality and equity in racially, socially, and academically…

Teacher shortages and retention problems occur globally. This paper explores support for Newly Qualified Teachers (NQTs), in particular the role of mentoring. Reasons for mentoring NQTs include combating isolation and fostering collaboration, enhancing professional practice and retaining teachers in the profession. Three different national…

Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous…

Developing humanizing, culturally and linguistically responsive and justice-oriented classroom management practices require integrating robust theoretical principles with practice-based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers…

The paper seeks to identify how teacher expertise is implicitly and explicitly conceptualised in current English education policy in respect of the professional development of teachers. We focus specifically on conceptualisations of expertise in the Early Career Framework (ECF), both in terms of the policy documentation produced by the Department…

Professional Vision (PV) has been used in teacher education to interpret novice teachers' learning in various educational contexts. To date, research has conceptualized this framework largely from a cognitive perspective of learning, overlooking the affordances of taking a sociocultural perspective. This theoretical paper aims to articulate the…

Classroom management is reported to be among the greatest difficulties for beginning music educators. The purpose of this literature review was to examine extant research studies on the topic of classroom management in K-12 classroom music. Research topics included the components of classroom management, preservice and inservice teacher beliefs…

"Teach with Confidence" aims to inspire new teachers to trust their ability to reflect and grow and have an improved sense of their own agency in managing dissonance. The exploration of domains weaves in stories and research from practitioners and scholars to show how beliefs, knowledge, and skills in building relationships are critical…

At the Folk Arts-Cultural Treasures Charter School (FACTS) in Philadelphia, new teachers coming to teach at the school are unlikely to have had any courses in folklife education in their preservice training, so a new staff orientation includes the mission of the school, defines folk arts and cultural treasures, and provides a brief orientation to…

This paper explores how two assistant professors who come from diverse paradigmatic, theoretical, and methodological perspectives collaborated for impact to co-teach in a literacy doctoral program. Initially, we grappled with naming and negotiating our differences individually and professionally across race, culture, theory, and methodology.…

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,…

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…

This paper explores the Estonian novice teachers' learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers' participation in the extended professional community facilitates their professional…

In this autoethnography I present three narratives exploring how I understood and experienced my identity as a gay beginning teacher working in a rural Australian secondary school, where my sexuality was generally not accepted. Reading these narratives through a phenomenological lens highlights how my subjectivity as a gay man was entangled in my…