The main objective of this qualitative research study is to demonstrate Norwegian and Turkish novice teachers' reflections on bumpy moments and which strategies they use to cope with the challenges they have faced in practice. The participants of the present study are novice teachers (n = 17) with a maximum of five years' teaching experience. The…

In the most general sense, mentoring is defined as the assistance more experienced teachers give to less experienced, generally novice teachers. Teacher mentoring programs have been long believed to assist novice teachers professionally in several ways. However, not much is known about how mentors perceive their experience within mentoring in…

Problem Statement: This paper reports on a study of whether student teachers in an English as a Foreign Language (EFL) teacher education course perceive themselves to have learned from teacher education via early development of reflective practice. Purpose of the Study: The study aimed to demonstrate that by employing methodologies characteristic…

This article is located within the wider European context of teacher development and is specifically concerned with the needs of those supporting novice teachers during the early stages in their professional career. Currently, induction systems across Europe are largely fragmented, locally based and with little transference of best practice. There…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]