000			04266cam a22006378i 4500
001			on1126000385
003			OCoLC
005			20241121072806.0
006			m d | |
007			cr |||||||||||
008			191202t20192019mau ob 000 0deng
010			_a 2019038019
040			_aDLC _beng _erda _cDLC _dOCLCF _dYDX _dOCLCO _dEBLCP _dN$T
019			_a1121140908
020			_a9004413103
020			_a9789004413108 _q(electronic bk.)
020			_z9789004413092 _q(Hardback : acid-free paper)
020			_z9789004413085 _q(Paperback : acid-free paper)
020			_z900441309X
020			_z9004413081
035			_a2255904 _b(N$T)
035			_a(OCoLC)1126000385 _z(OCoLC)1121140908
042			_apcc
050	0	0	_aLB2844.1.N4
082	0	0	_a371.14/4 _223
049			_aMAIN
100	1		_aSmith, Kari, _d1949- _eauthor. _912629
245	1	0	_aLessons learned from novice teachers : _ban international perspective / _cby Kari Smith, Marit Ulvik and Ingrid Helleve.
263			_a1911
264		1	_aLeiden ; _aBoston : _bBrill | Sense, _c2019.
264		4	_c� 2019 by Koninklijke Brill NV, Leiden, The Netherlands.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bn _2rdamedia
338			_aonline resource _bnc _2rdacarrier
504			_aIncludes bibliographical references.
505	2		_aPart 1. The Australian teacher education context -- Part 2. Initial teacher education or initial teacher training in England -- Part 3. The status of Finnish teacher education -- Part 4. Teacher education in the Israeli context -- Part 5. Norway.
520			_a"The transition from being a student teacher to taking on the full responsibility as a teacher is experienced as challenging for many novice teachers. In this book, ten newly qualified teachers from five countries, Australia, England, Finland, Israel and Norway, tell their stories as they came through in individual interviews. The narratives, written by the authors, were all approved by the teachers as 'their' stories. What can we learn from listening to the narratives? What can we bring to decision-makers about how to support new teachers? Do new teachers face similar challenges around the world, or do experiences depend on their respective contexts? There are more similarities than differences. Relevant research literature is used in discussing the cases. Much of the literature on novice teachers focuses on difficulties, and the stories presented in this book confirm that the first year is tough. However, the resilience, motivation and enthusiasm reflected in the stories provide reasons for optimism as regards teachers' satisfaction with their career choice. A major reason for deciding to stay in the profession is in the relations they created with the students. Satisfaction or stress related to the curriculum or achievements in their respective teaching subjects was not mentioned. The lessons learned from the ten novice teachers are useful when discussing the teaching profession, and not least, the induction phase of a teaching career"-- _cProvided by publisher.
588			_aDescription based on print version record and CIP data provided by publisher; resource not viewed.
590			_aAdded to collection customer.56279.3
650		0	_aFirst year teachers _vCross-cultural studies. _912630
650		0	_aTeachers _xTraining of _vCross-cultural studies. _912631
650		7	_aFirst year teachers. _2fast _0(OCoLC)fst00925790 _912632
650		7	_aTeachers _xTraining of. _2fast _0(OCoLC)fst01144404
655		7	_aCross-cultural studies. _2fast _0(OCoLC)fst01423769 _910126
655		4	_aElectronic books. _93907
700	1		_aUlvik, Marit, _eauthor. _912633
700	1		_aHelleve, Ingrid, _eauthor. _912634
710	2		_aBrill Academic Publishers. _912635
776	0	8	_iPrint version: _aSmith, Kari, 1949- _tLessons learned from novice teachers _dLeiden ; Boston : Brill | Sense, 2019. _z9789004413092 _w(DLC) 2019038018
856	4	0	_3EBSCOhost _uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2255904
938			_aYBP Library Services _bYANK _n16368882
938			_aProQuest Ebook Central _bEBLB _nEBL5900176
938			_aEBSCOhost _bEBSC _n2255904
994			_a92 _bN$T
999			_c7255 _d7255