أنواع الدعم المهنی غیر الرسمی للمعلمین الجدد خلال «فتره الخدمه الأولیه» (مراجعه منهجیه)

[1] ایران‌نژاد، منصوره؛علی‌عسکری، مجید؛موسی‌پور، نعمت‌اله؛ نیکنام، زهرا(1398).‌واکاوی نیازهای آغاز خدمت نومعلمان آموزش‌ابتدایی:چالش‌های ناهمساز، دوفصلنامه مطالعات برنامه‌درسی آموزش‌عالی، سال10، شماره20.
[2]Able, H., Glazier, J., Mallous, R., Boyd. A., Bell-Hughes, K. & Eaker-Rich, D. (2018) Reconnect and Recharge: Plugging New Teachers into Support Outlets. Action in Teacher Education, 40(2), 203-219.
[3]Attride-Stirling, J. (2001). Thematic Networks: An Analytic Tool for Qualitative Research, J. Qualitative Research, 1( 3), 385-405.
[4]Baker-Doyle. K. J. (2012) First-Year Teachers' Support Networks: Intentional Professional Networks and Diverse Professional Allies. The New Educator, 8(1), 65-85.
[5]Blazar, D., & Kraft, M.A. (2015). Exploring mechanisms of effective teacher coaching: A tale of two cohorts from a randomized experiment. Educational evaluation and policy analysis, 37 (4), 542–566.
[6]Braun, V, Clarke, V. (2006). Using thematic analysis in psychology, Journals, Qualitative Research in Psychology, 3 (2): 77-101.
[7]Carr. M. L., Holmes. W.& Flynn. K. (2017) Using Mentoring, Coaching, and Self-Mentoring to Support Public School Educators, The Clearing House, A Journal of Educational Strategies, Issues and Ideas, 90)4(, 116-124.
[8]Carr, M., Pastor. D., & Levesque .P.( 2015). Learning to lead: Higher education faculty explore self-mentoring. International Journal of Evidenced Based Coaching and Mentoring, 13 (2), 1–13.
[9]Coburn, C. E., Russell, J. L., Kaufman, J., & Stein, M. K. (2012). Supporting sustainability: Teachers' advice networks and ambitious instructional reform. American Journal of Education, 119, 137-182.
[10]Craig, C. J. (2017). International teacher attrition: Multiperspective views [Special issue]. Teachers and Teaching: Theory and Practice,23 (8), 859-862.
[11]Davis, B. and Higdon, K.,(2008). The effects of mentoring/induction support on beginning teachers’ practices in early elementary classrooms (K-3). Journal of research in childhood education, 22 (3), 261–274.
[12]De Jong, D., & Campoli, A. (2018). Curricular coaches’ impact on retention for early-career elementary teachers in the USA: Implications for urban schools. International Journal of Mentoring and Coaching in Education, 7(2), 191–200.
[13]Du,F. & Wang,Q. (2017) New teachers’ perspectives of informal mentoring: quality of mentoring and contributors. Mentoring & Tutoring: Partnership in Learning,25(3), 309-328.
[14]Dupriez, V., Delvaux, B., & Lothaire, S. (2016). Teacher shortage and attrition: Why do they leave?. British Educational Research Journal, 42, 21-39.
[15]Ehsanipour, T. & Zaccarelli, F.G. (2017). Exploring coaching for powerful technology use in education. Center to Support Excellence in Teaching – Stanford University. Digital Promise. Accessed 1 September 2017.
[16]Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273.
[17]Feiman-Nemser, S. (2001). Helping novices learn to teach: The role of an exemplary support teacher. Journal of Teacher Education, 52 (1), 17–30.
[18]Feiman-Nemser, S., Schwille, S., Carver, C., & Yusko, B. (1999). A conceptual review of literature on new teacher induction. Washington, DC: National Partnership for Excellence and Accountability in Teaching.
[19]Fleming, J. (2014). Engaging beginning teachers as experts in professional development. The New Educator, 10, 166-181.
[209]Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers' identities: A multi-perspective study. Teaching and Teacher Education, 22, 219-232.
[21]Fox, A. R. C., & Wilson, E. G. (2015). Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education, 47, 93-107.
[22]Fox, A. R. C., Wilson, E. G., & Deaney, R. (2011). Beginning teachers' workplace experiences: Perceptions of and use of support. Vocations and Learning, 4, 1-24.
[23]Fresko.B., & Alhija,F.N.(2015) Induction seminars as professional learning communities for beginning teachers, Asia-Pacific Journal of Teacher Education, 43(1), 36-48.
[24]Gardiner, W. (2017). Mentoring “Inside” and “Outside” the Action of Teaching: A Professional Framework for Mentoring. The New Educator, 13(1), 53-71.
[25]Heikkinen, H. L. T., Wilkinson, J., Aspfors, J., & Bristol, L. (2018). Understanding mentoring of new teachers: Communicative and strategic practices in Australia and Finland. Teaching and Teacher Education, 71, 1–11.
[26]Heredia,S.C., &Yu,J.H.(2017). Matter of Choice: Opportunities for Informal Science Institutions to Support Science Teacher Induction. Journal of Science Teacher Education, 28(6), 549-565.
[27]Hudson, P.(2013). Mentoring as professional development: ‘Growth for both’ mentor and mentee. Professional Development in Education, 39 (5), 771–783.
[28]Ibrahim,A.S.(2012). Induction and mentoring of novice teachers: a scheme for the United Arab Emirates. Teacher Development, 16(2), 235-253.
[29]Ingersoll, R.M., & Smith, T.M. (2004). Do teacher induction and mentoring matter? National Association of Secondary School Principals Bulletin, 88(638), 28–40.
[30]Ingersoll, R.M., & Strong, M.,(2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81 (2), 201–233.
[31]James, J. M., Rayner, A., & Bruno, J. (2015). Are you my mentor? New perspectives and research on informal mentorship. The Journal of Academic Librarianship, 41, 532–539.
[32]Kane, R. G., & Francis ,A. (2013). Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?. Teacher Development,17(3), 362-379.
[33]Kelchtermans, G. (2017). Should I stay or should I go"? Unpacking teacher attrition/ retention as an educational issue. Teachers and Teaching: Theory and Practice, 23(8), 961-977.
[34]Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrativebiographical study on teacher socialisation. Teaching and Teacher Education, 18(1), 105–120.
[35]Kemmis,S., Heikkinen,H.L.T., Fransson, G., Aspfors,J.(2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154-164.
[36]Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research, 86(4), 1111–1150.
[37]Kyndt, E., Govaerts, N., Verbeek, E., & Dochy, F. (2014). Development and validation of a questionnaire on informal workplace learning outcomes: A study among socioeducational care workers. British Journal of Social Work, 44, 2391–2410.
[38]Lemke, J. L., & Sabelli, N. H. (2008). Complexity systems and educational change: Towards a new research agenda. Educational Philosophy and Theory, 40(1), 118-129.
[39]Liang, J., & Gong, Y. (2013). Capitalizing on proactivity for informal mentoring received during early career: The moderating role of core self-evaluations. Journal of Organizational Behavior, 34, 1182–1201.
[40]Mansfield,C.& Gu,Q.(2019). “I’m finally getting that help that I needed”: Early career teacher induction and professional learning. The Australian Educational Researcher,46,639–659.
[41]Martin, K. L., Buelow, S. M., & Hoffman, J. T. (2016). New teacher induction: Support that impacts beginning middle-level educators. Middle School Journal, 47(1), 4-12.
[42]Marz, V., & Kelchtermans,G.(2020). The networking teacher in action: A qualitative analysis of early career teachers' induction process. Teaching and Teacher Education, 87, 1-15.
[43]Marz, V., Kelchtermans, G., & Dumay, X. (2016). Stability and change of mentoring practices in a capricious policy environment: Opening the “Black Box of Institutionalization”. American Journal of Education, 122, 303-336.
[44]Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47–59.
[45]Mitchell,D.E.,Kwok,A.,Huston.D.(2019). Induction program structures as mediating factors for coach influence on novice teacher development. Professional Development in Education, 46(5),812-832.
[46]Organisation for Economic Cooperation and Development (OECD). (2016). Supporting teacher professionalism: Insights from TALIS 2013. Paris: TALIS, OECD Publishing.
[47]Pennanen, M., Bristol, L.,Wilkinson, J., & Heikkinen, H. L.T. (2016). What is ‘good’ mentoring? Understanding mentoring practices of teacher induction through case studies of Finland and Australia. Pedagogy, Culture & Society, 24(1), 27-53.
[48]Pogodzinski, B. (2012). Socialization of novice teachers. Journal of School Leadership, 22,982–1023.
[49]Richter, D., Kunter, M., Klusmann, U., Lűdtke, O., & Baumert, J. (2011). Professional development across the teaching career. Teaching and Teacher Education, 27, 116–126.
[50]Rodriguez, A.J.,( 2015). Managing institutional and sociocultural challenges through sociotransformative constructivism: a longitudinal case study of a high school science teacher. Journal of research in science teaching, 52 (4), 448–460.
[51]Ronfeldt, M. and McQueen, K.,(2017). Does new teacher induction really improve retention?. Journal of teacher education, 68 (4), 394–410.
[52]Saka, Y., Southerland, S. A., Kittleson, J., & Hutner, T. (2013). Understanding the induction of a science teacher: The interaction of identity and context. Research in Science Education, 43(3), 1221–1244.
[53]Sela,O., Harel.M.(2019). You have to prove yourself, initiate projects, be active’: the role of novice teachers in their own induction process. Professional Development in Education, 45(2), 190-204.
[54]Smith, E. R.(2011). Faculty mentors in teacher induction: Developing a cross-institutional identity. The Journal of Educational Research 104 (5), 316–319.
[55]Smith, T.M., & Ingersoll, R.M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.
[56]Smith Risser, H. (2013). Virtual induction: A novice teacher's use of twitter to form an informal mentoring network. Teaching and Teacher Education, 35, 25-33.
[57]Sowell, M. (2017). Effective Practices for Mentoring Beginning Middle School Teachers: Mentor's Perspectives. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90(4), 129-134.
[58]Thomas, L ., Tuytens, M., Devos, G ., Kelchtermans, G.,& Vanderlinde, R.(2019). Beginning teachers’ professional support: A mixed methods social network study. Teaching and Teacher Education, 83,134-147.
[59]Uitto, M., Kaunisto, S.L., Kelchtermans, G., & Estola, E. (2016). Peer group as a meeting place: Reconstructions of teachers’ self-understanding and the presence of vulnerability. International Journal of Educational Research, 75, 7-16.
[60]Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research,54(2), 143–178.
[61]Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.