Departement Onderwijs en VormingADDIN Mendeley Bibliography CSL_BIBLIOGRAPHY . (2013). Arbeidsmarktrapport Prognose 2011-2015. Retrieved from http://www.ond.vlaanderen.be/beleid/personeel/files/AMR_2013.pdf
Aspfors, J., & Bondas, T. (2013). Caring about caring: Newly qualified teachers’ experiences of their relationships within the school community. Teachers and Teaching: Theory and Practice, 19(3), 243–259. doi:10.1080/13540602.2012.754158
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. doi:10.1016/j.tate.2010.08.007
Baker-Doyle, K. J. (2011). The networked teacher: How new teachers build social networks for professional support. New York, NY: Teachers College Press.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. doi:10.1080/03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. doi:10.1016/j.tate.2003.07.001
Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), 1006–1014. doi:10.1016/j.tate.2009.10.043
Boeije, H., ’t Hart, H., & Hox, J. (2009). Onderzoeksmethoden. Amsterdam, Nederland: Boom Lemma Uitgevers.
Burke, P. F., Aubusson, P. J., Schuck, S. R., Buchanan, J. D., & Prescott, A. E. (2015). How do early career teachers value different types of support? A scale-adjusted latent class choice model. Teaching and Teacher Education, 47, 241–253. doi:10.1016/j.tate.2015.01.005
Cajkler, W., & Hall, B. (2012). Multilingual primary classrooms: An investigation of first year teachers’ learning and responsive teaching. European Journal of Teacher Education, 35(2), 213–228. doi:10.1080/02619768.2011.643402
Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218. doi:10.1007/s10648-009-9106-y
Christensen, E. (2013). Micropolitical staffroom stories: Beginning health and physical education teachers’ experiences of the staffroom. Teaching and Teacher Education, 30, 74–83. doi:10.1016/j.tate.2012.11.001
Clandinin, D., Schaefer, L., Long, J., Steeves, P., Mckenzie-Robblee, S., Pinnegar, E., … Downey, C. (2012). Early career teacher attrition: Problems, possibilities, potentials (Final Report). Retrieved from http://www.elementaryed.ualberta.ca/en/Centres/CRTED/~/media/elementary…
Coburn, C. E., Choi, L., & Mata, W. (2010). I would go to her because her mind is math. In A. J. Daly (Ed.), Social network theory and educational change (pp. 33–50). Cambridge, MA: Harvard Education Press.
Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers: Insights about teacher retention. Journal of Teacher Education, 55(5), 387–392. doi:10.1177/0022487104270188
Daly, A. J. (2010). Social network theory and educational change. Cambridge, MA: Harvard Education Press.
Devos, G., & Tuytens, M. (2013). De loopbaan van leraren en het belang van professionele leergemeenschappen. In R. Vanderlinde, I. Rots, M. Tuytens, K. Rutten, I. Ruys, R. Soetaert, & M. Valcke (Eds.), Essays over de leraar en de toekomst van de lerarenopleiding (pp. 57–67). Gent, België: Academia Press.
Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2014). Beginning teachers’ efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology, 41, 62–72. doi:10.1016/j.cedpsych.2014.11.003
Eldar, E., Nabel, N., Schechter, C., Talmor, R., & Mazin, K. (2003). Anatomy of success and failure: The story of three novice teachers. Educational Research, 45(1), 29–48. Retrieved from http://eldareitan.com/wp-content/uploads/2011/08/Anatomy-of-success.pdf
Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825. doi:10.1016/j.tate.2009.02.021
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. doi:10.1016/j.tate.2005.09.002
Fox, A. R. C., & Wilson, E. G. (2015). Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education, 47, 93–107. doi:10.1016/j.tate.2014.12.004
Gaikhorst, L., Beishuizen, J. J., Korstjens, I. M., & Volman, M. L. L. (2014). Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention of primary school teachers. Teaching and Teacher Education, 42, 23–33. doi:10.1016/j.tate.2014.04.006
Glesne, C. (2011). Prestudy tasks: Doing what is good for you. In G. Van Hove & L. Claes (Eds.), Qualitative research and educational sciences: A reader about useful strategies and tools (pp. 1–37). Hampshire, Great Britain: Pearson Education Limitation.
Hargreaves, A., & Fullan, M. (2013). The Power of Professional Capital. International Trends, 34(3), 36–39. Retrieved from http://www.michaelfullan.ca/wp-content/uploads/2013/08/JSD-Power-of-Pro…
Hebert, E., & Worthy, T. (2001). Does the first year of teaching have to be a bad one? A case study of success. Teaching and Teacher Education, 17(8), 897–911. doi:10.1016/S0742-051X(01)00039-7
Hofman, R. H., & Dijkstra, B. J. (2010). Effective teacher professionalization in networks? Teaching and Teacher Education, 26(4), 1031–1040. doi:10.1016/j.tate.2009.10.046
Howitt, D. (2011a). Qualitative interviewing. In G. Van Hove & L. Claes (Eds.), Qualitative research and educational sciences: A reader about useful strategies and tools (pp. 77–109). Hampshire, Great Britain: Pearson Education Limitation.
Howitt, D. (2011b). Thematic analysis. In G. Van Hove & L. Claes (Eds.), Qualitative research and educational sciences: A reader about useful strategies and tools (pp. 179–203). Hampshire, Great Britain: Pearson Education Limitation.
Hunter, L., Rossi, T., Tinning, R., Flanagan, E., & Macdonald, D. (2010). Professional learning places and spaces: The staffroom as a site of beginning teacher induction and transition. Asia-Pacific Journal of Teacher Education, 39(1), 33–46. doi:10.1080/1359866X.2010.542234
Ingersoll, R. M. (2003). Is there really a teacher shortage? (A Research Report). Retrieved from http://repository.upenn.edu/cgi/viewcontent.cgi?article=1133&context=gs…
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. doi:10.3102/0034654311403323
Kelchtermans, G. (1993). Getting the story, understanding the lives: From career stories to teachers’ professional development. Teaching and Teacher Education, 9(5-6), 443–456. doi:10.1016/0742-051X(93)90029-G
Kelchtermans, G. (2012). De leraar als (on)eigentijdse professional (notie in opdracht van de Nederlandse onderwijsraad). Retrieved from http://www.onderwijsraad.nl/upload/documents/-publicaties/volledig/noti…
Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction: A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18(1), 105–120. doi:10.1016/S0742-051X(01)00053-1
Kelchtermans, G., & Ballet, K. (2005). Micropolitieke geletterdheid en professionele ontwikkeling bij beginnende leerkrachten. Pedagogiek, 25(2), 89–102. Retrieved from http://www.pedagogiek-online.nl/index.php/pedagogiek/article/viewFile/2…
Killeavy, M., & Moloney, A. (2010). Reflection in a social space: Can blogging support reflective practice for beginning teachers? Teaching and Teacher Education, 26(4), 1070–1076. doi:10.1016/j.tate.2009.11.002
Langdon, F. J., Alexander, P. A., Ryde, A., & Baggetta, P. (2014). A national survey of induction and mentoring: How it is perceived within communities of practice. Teaching and Teacher Education, 44, 92–105. doi:10.1016/j.tate.2014.08.004
Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. Australian Journal of Teacher Education, 38(4), 1–16. doi:10.14221/ajte.2013v38n4.4
Mansfield, C., Beltman, S., & Price, A. (2014). 'I'm coming back again!' The resilience process of early career teachers. Teachers and Teaching, 20(5), 547–567. doi:10.1080/13540602.2014.937958
McCormack, A., Gore, J., & Thomas, K. (2006). Early career teacher professional learning. Asia-Pacific Journal of Teacher Education, 34(1), 95–113. doi:10.1080/13598660500480282
Menon, M. E. (2012). Do beginning teachers receive adequate support from their headteachers? Educational Management Administration & Leadership, 40(2), 217–231. doi:10.1177/1741143211427981
Moir, E. (1999). The stages of a teacher’s first year. In M. Scherer (Ed.), A better beginning: Supporting and mentoring new teachers (pp. 19–23). Alexandria, VA: ASCD.
Moolenaar, N. M., Sleegers, P. J. C., & Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and Teacher Education, 28(2), 251–262. doi:10.1016/j.tate.2011.10.001
Nasser-Abu Alhija, F., & Fresko, B. (2010). Socialization of new teachers: Does induction matter? Teaching and Teacher Education, 26(8), 1592–1597. doi:10.1016/j.tate.2010.06.010
OECD. (2004). Teachers matter: Attracting, developing and retaining effective teachers. Retrieved from http://www.oecd.org/education/school/34991017.pdf
Ooghe, L., Thomas, L., Tuytens, M., Devos, G., & Vanderlinde, R. (n.d.). Exploratief onderzoek naar het sociaal netwerk van beginnende leraren in relatie tot de ontwikkeling van het professioneel zelfverstaan. Manuscript under review.
Patrick, F., Elliot, D., Hulme, M., & McPhee, A. (2010). The importance of collegiality and reciprocal learning in the professional development of beginning teachers. Journal of Education for Teaching, 36(3), 277–289. doi:10.1080/02607476.2010.497373
Piggot-Irvine, E., Aitken, H., Ritchie, J., Ferguson, P. B., & McGrath, F. (2009). Induction of newly qualified teachers in New Zealand. Asia-Pacific Journal of Teacher Education, 37(2), 175–198. doi:10.1080/13598660902804030
Plochg, T., & van Zwieten, M. C. B. (2007). Kwalitatief onderzoek. In T. Plochg, R. Juttmann, N. Klazinga, & J. Mackenbach (Eds.), Handboek gezondheidszorgonderzoek (pp. 77–93). Retrieved from http://www.myravanzwieten.nl/pdf/pub_artikelen_hoofdstukken/Handboek_Ge…
Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y., & Baumert, J. (2013). How different mentoring approaches affect beginning teachers’ development in the first years of practice. Teaching and Teacher Education, 36, 166–177. doi:10.1016/j.tate.2013.07.012
Rogers, M., Lopez, A., Lash, A., Schaffner, M., Shields, P., & Wagner, M. (2004). Review of research on the impact of beginning teacher induction on teacher quality and retention (SRI Project P14173). Retrieved from http://www.teachers.net/wong/APR10/ResearchontheImpactof-Induction.pdf
Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28(1), 1–10. doi:10.1016/j.tate.2011.08.008
Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers’ identity narratives during the first years at work. Teaching and Teacher Education, 30, 120–129. doi:10.1016/j.tate.2012.11.002
Saveyn, J. (2006). Aanvangsbegeleiding en mentorschap in het basisonderwijs. Retrieved from http://www.kerknet.be/vic.onderwijs.mb/pages/pdf/visie op aanvangsbegeleiding en mentorschap.pdf
Schuck, S. (2003). Getting help from the outside: Developing a support network for beginning teachers. Journal of Educational Enquiry, 4(1), 49–67. Retrieved from http://www.ojs.unisa.edu.au/index.php/EDEQ/article/viewFile/531/401
Smith Risser, H. (2013). Virtual induction: A novice teacher’s use of Twitter to form an informal mentoring network. Teaching and Teacher Education, 35, 25–33. doi:10.1016/j.tate.2013.05.001
Snoeck, M., Eisenschmidt, E., Forsthuber, B., Holdsworth, P., Michaelidou, A., Dahl, J., & Pachler, N. (2010). Developing coherent and system-wide induction programmes for beginning teachers: A handbook for policymakers. Retrieved from http://ec.europa.eu/education/policy/school-/doc/handbook0410_en.pdf
Struyven, K., & Vanthournout, G. (2014). Teachers’ exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching. Teaching and Teacher Education, 43, 37–45. doi:10.1016/j.tate.2014.06.002
Tynjälä, P., & Heikkinen, H. L. T. (2011). Beginning teachers’ transition from pre-service education to working life. Zeitschrift Für Erziehungswissenschaft, 14(1), 11–33. doi:10.1007/s11618-011-0175-6
Universiteit Gent. (n.d.). Informed Consent. Retrieved from http://www.ugent.be/re/nl/onderzoek/-ethisch-protocol/informed-consent
Valenčič Zuljan, M., & Marentič Požarnik, B. (2014). Induction and early-career support of teachers in Europe. European Journal of Education, 49(2), 192–205. doi:10.1111/ejed.12080
Van Hove, G., & Claes, L. (2011). Qualitative research and educational sciences: A reader about useful strategies and tools. Hampshire, Great Britain: Pearson Education Limitation.
Vanderlinde, R., & Kelchtermans, G. (2013). Learning to get along at work. Phi Delta Kappan, 94(7), 33–37. doi:10.1177/003172171309400713
Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers’ teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132–152. doi:10.1177/0022487107314002
Wasserman, S., & Faust, K. (1994). Social Network Analysis: Methods and Applications. Cambridge, United Kingdom: Cambridge University.
Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education, 15(8), 861–879. doi:10.1016/S0742-051X(99)00040-2
Williams, A., Prestage, S., & Bedward, J. (2001). Individualism to collaboration: The significance of teacher culture to the induction of newly qualified teachers. Journal of Education for Teaching, 27(3), 253–267. doi:10.1080/02607470120091588
Wong, H. K., Britton, T., & Ganser, T. (2005). What the world can teach us about new teacher induction. Delta Kappan, 86(5), 379–384. Retrieved from http://www.cyb.com.cn/webcyb/cybnet.nsf/-PDK_Article_Jan05.pdf
Worthy, J. (2015). 'It didn't have to be so hard': The first years of teaching in an urban school. International Journal of Qualitative Studies in Education, 18(3), 379–398. doi:10.1080/09518390500082699