Supporting Identity Development Amidst Teacher Attrition
Retaining Alternatively Certified Teachers
Bibliographic Data
| ID | 6458012 |
|---|---|
| Authors | Ashlee Hover (0000-0003-2716-0752, corresponding author), Joshua Tipton (0000-0001-6696-7589, Tennessee Wesleyan College), Kyle Butler |
| Year | 2024 |
| Volume | 21 |
| Issue | 1 |
| Pages | 72-93 |
| Publication date | 2024-12-05 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2024.2435812 |
| OpenAlex | W4405089429 |
| Language | EN |
| Citations received | 2 |
| References cited | 15 |
Alternative teacher certification · Attrition · Certification · Economic shortage · Faculty Development · Identity (music · Mathematics education · Medical education · Pedagogy · Political science · Professional certification (computer technology · Professional development · Sociology · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Medicine · Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school
Metaphorically drawing the transition into teaching
Preparing teacher leaders
Struggling for a professional identity
The dark side of mentoring on pre-service language teachers' identity formation
Exploring literacy teachers’ self-efficacy beliefs
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching
Reconsidering research on teachers’ professional identity
Good Intentions Can Only Get You So Far”
Easy in, Easy out
Is the Supply of Mathematics and Science Teachers Sufficient
Human agency in social cognitive theory
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
Perceived Self-Efficacy in Cognitive Development and Functioning
Situated Learning
| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |