Search results for: Caspersen Joakim
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This article examines how novice teachers cope with their work. The authors compare the ability of novice and experienced teachers to cope with their work, and how this ability is affected by the level of collegial and superior support and collaboration offered. The findings reveal that that the novice teachers do not differ greatly from the experienced teachers. However, it was found that important differences exist between the experienced teachers and the novice teachers in terms of their ability to articulate their own needs and shortcomings.
Updated: Jul. 15, 2018
The Valuation of Knowledge and Normative Reflection in Teacher Qualification: A Comparison of Teacher Educators, Novice and Experienced Teachers
This article investigates empirically the degree of difference between teacher educators’ and practicing teachers’ views, using a Norwegian survey sample of teacher educators and teachers. The results reveal that all three groups - teacher educators, novice teachers and experienced teachers - recognize the importance of possessing both practical skills and academic knowledge in achieving success. In terms of attitudes toward inclusion, a different profile emerged for the three groups. The results showing that novice teachers are more like teachers in schools than their teacher educators and that novice teachers do not seem to be particularly positive toward inclusion.
Updated: Jun. 09, 2015