BiblioGTQ Search for '(su:"PROFESORES PRINCIPIANTES")'

A innovative Beginning teacher induction program : a two-year analysis of classroom interactions

By Schaffer, Eugene.
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181-192

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B-learning para inducción del profesorado principiante : el caso del programa INDUCTIO en la República Dominicana

By Marcelo, Carlos | Gallego Domínguez, Carmen | Mayor, Cristina.

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Beginning teacher curriculum decision making, personal teaching metaphors, and teacher education

By Bullough, Robert B..
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239-252

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Beyond the new conception of teacher induction

By Lawson, Hal A..
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163-172

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Caribbean first-year teacher's reasons for choosing teaching as a career

By Brown, Monica M..
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185-195

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Contribuciones de la ética profesional a la puesta en acto de la mentoría en Chile

By Salas Aguayo, Macarena | Aguayo, Cecilia | Medina Morales, Lorena Pía | Díaz, Alessandra.

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Desarrollo de competencias docentes : experiencias del Programa Nacional de Inducción en profesores principiantes

By Román Santana, Wanda Marina | Mata de Salcedo, Carmen.

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La dimensión institucional de la resiliencia en profesores principiantes chilenos durante la pandemia

By Villalobos Vergara, Paula Verónica | Barria Herrera, Pamela | Díaz Meza, Romina Estivalía.

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Effects of grade level and educational setting on behaviors of beginning learning disabilities about foreign language courses

By Sutton, Joe P..
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16-24

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Effects of new biology teachers' subject-matter knowledge on curricular planning

By Carisen, W. S..
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631-647

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Entre la formación inicial en la Universidad y la vida laboral en la escuela de maestros y maestras noveles : reflexionando en torno a identidades docentes y sus aprendizajes

By Herraiz García, Fernando.

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Essential skills in diagnosis and assessment for beginning teachers

By Walker, Stephen C..
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95-107

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Fighting first-year jitters

By Tonnsen, Sandra.
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29-30

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La formación docente en momentos de cambios : ¿qué nos dicen los profesores principiantes universitarios?

By Bozu, Zola | Imbernón Muñoz, Francisco.

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Great beginnings

By Shelton, Maria M..
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27-29

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Improving junior faculty scholarship

By Jarvis, Donald K..
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63-72

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Lessons learned about mentoring

By Boice, Robert.
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51-62

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Lowering beginning teacher anxiety about parent-teacher conferences through role-playing

By Johns, Kenneth M..
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146-152

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Making subject matter part of the conversation in learning to teach

By Feiman-Nemser, Sharon.
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32-43

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Mentoring in beginning teacher induction : studies in the ERIC data base

By Stewart, Dorothy K..
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222-226

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Mentors by choice, not design : help-seeking by beginning teachers

By Tellez, Kip.
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214-221

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New and junior faculty : a review of the literature

By Finkelstein, Martin J..
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5-14

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New and junior faculty stress : research and responses

By Sorcinelli, Mary Deane.
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27-38

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Orientation programs for new faculty

By Dee, Fink L..
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39-50

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Professional growth among preservice and beginning teachers

By Kagan, Dona M.
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129-169

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Research on learning to teach : implications for teacher induction and mentoring programs

By Huling-Austin, Leslie.
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173-180

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Retos del profesorado universitario : experiencias profesionales de una docente e investigadora novel en el ámbito de la formación del profesorado

By Carrillo Aguilera, Carmen.

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Supporting junior faculty through a teaching fellows program

By Austin, Ann E..
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73-86

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Surviving in urban schools : a collaborative model for a beginning teacher support system

By Colbert, Joel A..
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193-199

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Teacher development in the work place : Rethinking the appropriation of professional relationships

By Cole, Ardra L..
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365-381

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Teacher mentoring : an analysis of roles, activities, and conditions / [et al.]

By Wildam, Terry M..
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205-213

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Teacher mentoring and teacher retention

By Odell, Sandra J..
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200-204

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Teaching and diversity : Meeting the challenges for innovative teacher assessments

By Dwyer, Carol Anne.
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119-129

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Teaching before and after professional preparation : the story of a high school mathematics teacher

By Valli, Linda.
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107-118

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The role of the Chaiperson in support of junior faculty

By Wheeler, Daniel W.
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87-96

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Utilization of instructional technology by beginning technology education teachers

By Furst-Bowe, Julie.
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229-234

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Why models matter : an alternate view on professional growth in teaching

By Grossman, Pamela L..
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171-179

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Why teachers must become change agents

By Fullan, Michael G..
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12-17

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