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Direct linkColognesi, Stéphane; Van Nieuwenhoven, Catherine; Beausaert, Simon – European Journal of Teacher Education, 2020
High percentages of newly qualified teachers (NQTs) drop out during their first 5 years in the classroom. Often, formal support systems are put in place to overcome 'practice shock'. However, in this research, it was hypothesised that it is not the formal support structure put in place that determines whether starting teachers feel satisfied in…
Descriptors: Beginning Teachers, Professional Development, Teacher Persistence, Secondary School Teachers
Smets, Wouter; Struyven, Katrien – Cogent Education, 2020
This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson's conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research…
Descriptors: Inservice Teacher Education, Professional Development, Individualized Instruction, Culturally Relevant Education
