Professional identity and perception of teaching challenges among novice Israeli teachers and kindergarten teachers
Bibliographic Data
| ID | 12540477 |
|---|---|
| Authors | Eitan Simon (0000-0003-0402-6649, Tel Hai Academic College, corresponding author), Oshrat Bouhnik (0000-0002-8730-2233, Tel Hai Academic College) |
| Year | 2025 |
| Pages | 1-26 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Israel Affairs (JOURNAL) |
| Journal identifiers | ISSN: 1353-7121 • E-ISSN: 1743-9086 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13537121.2025.2587643 |
| OpenAlex | W4416858165 |
| Language | EN |
| References cited | 26 |
Identity (music · Perception · Professional development · Qualitative research · Early Childhood Education and Development · Innovative Education and Learning Practices · Teacher Education and Leadership Studies
A complex dynamic systems perspective on teacher learning and identity formation
Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies
The Professional Life Cycle of Teachers
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses
Supporting New Teachers as Designers of Learning
Teacher attrition
Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity
An integrative review of the models for teacher expertise and career development
Field instructors and professional identity
Re-thinking research impact
Contexts which shape and reshape new teachers’ identities
Beyond traditional narratives about teacher professional development
Reconsidering research on teachers’ professional identity
Development and validation of ego-identity status
Curriculum on the Front Line
| Citation velocity | historical |
|---|---|
| Highly cited | No |