1 resultado para working life
em Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften
Filtro por publicador
- Abertay Research Collections - Abertay University’s repository (1)
- Academic Archive On-line (Jönköping University; Sweden) (1)
- Academic Archive On-line (Stockholm University; Sweden) (1)
- Academic Research Repository at Institute of Developing Economies (2)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- Andina Digital - Repositorio UASB-Digital - Universidade Andina Simón Bolívar (1)
- Archive of European Integration (132)
- Aston University Research Archive (6)
- B-Digital - Universidade Fernando Pessoa - Portugal (1)
- Biblioteca Digital | Sistema Integrado de Documentación | UNCuyo - UNCUYO. UNIVERSIDAD NACIONAL DE CUYO. (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (108)
- Biblioteca Virtual del Sistema Sanitario Público de Andalucía (BV-SSPA), Junta de Andalucía. Consejería de Salud y Bienestar Social, Spain (1)
- Biodiversity Heritage Library, United States (1)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (16)
- Brock University, Canada (1)
- CentAUR: Central Archive University of Reading - UK (8)
- Central European University - Research Support Scheme (1)
- CiencIPCA - Instituto Politécnico do Cávado e do Ave, Portugal (4)
- Cochin University of Science & Technology (CUSAT), India (4)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (3)
- Consorci de Serveis Universitaris de Catalunya (CSUC), Spain (14)
- Corvinus Research Archive - The institutional repository for the Corvinus University of Budapest (2)
- Dalarna University College Electronic Archive (17)
- Digital Commons at Florida International University (4)
- Digital Peer Publishing (4)
- DigitalCommons@The Texas Medical Center (2)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (60)
- Duke University (2)
- Escola Superior de Educação de Paula Frassinetti (1)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (1)
- FUNDAJ - Fundação Joaquim Nabuco (1)
- Galway Mayo Institute of Technology, Ireland (1)
- Glasgow Theses Service (2)
- Institute of Public Health in Ireland, Ireland (1)
- INSTITUTO DE PESQUISAS ENERGÉTICAS E NUCLEARES (IPEN) - Repositório Digital da Produção Técnico Científica - BibliotecaTerezine Arantes Ferra (2)
- Instituto Politécnico de Santarém (1)
- Instituto Politécnico de Viseu (2)
- Instituto Politécnico do Porto, Portugal (15)
- Instituto Superior de Psicologia Aplicada - Lisboa (1)
- Iowa Publications Online (IPO) - State Library, State of Iowa (Iowa), United States (1)
- Massachusetts Institute of Technology (1)
- Memoria Académica - FaHCE, UNLP - Argentina (3)
- Ministerio de Cultura, Spain (2)
- Nottingham eTheses (1)
- Portal de Revistas Científicas Complutenses - Espanha (4)
- QSpace: Queen's University - Canada (4)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (5)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (6)
- Repositório Aberto da Universidade Aberta de Portugal (1)
- Repositório Científico da Universidade de Évora - Portugal (4)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (34)
- Repositório Científico do Instituto Politécnico de Santarém - Portugal (1)
- Repositório da Produção Científica e Intelectual da Unicamp (32)
- Repositório da Universidade Federal do Espírito Santo (UFES), Brazil (4)
- Repositório digital da Fundação Getúlio Vargas - FGV (15)
- Repositório Institucional da Universidade Estadual de São Paulo - UNESP (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (12)
- Repositorio Institucional Universidad de Medellín (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (12)
- Scielo Saúde Pública - SP (33)
- Scottish Institute for Research in Economics (SIRE) (SIRE), United Kingdom (9)
- Universidad de Alicante (14)
- Universidad del Rosario, Colombia (13)
- Universidad Politécnica de Madrid (10)
- Universidade de Lisboa - Repositório Aberto (2)
- Universidade do Minho (2)
- Universidade dos Açores - Portugal (5)
- Universidade Federal do Pará (1)
- Universidade Federal do Rio Grande do Norte (UFRN) (3)
- Universidade Metodista de São Paulo (4)
- Universitat de Girona, Spain (2)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (4)
- Université de Lausanne, Switzerland (17)
- Université de Montréal (1)
- Université de Montréal, Canada (3)
- Université Laval Mémoires et thèses électroniques (1)
- University of Connecticut - USA (1)
- University of Michigan (23)
- University of Queensland eSpace - Australia (209)
- University of Southampton, United Kingdom (1)
- University of Washington (1)
- Worcester Research and Publications - Worcester Research and Publications - UK (3)
Resumo:
The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers’ work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders). The research data was collected via a questionnaire from 314 teachers, each with less than five years of teaching experience, and both closed and open-ended questions were included. The quantitative data was analysed using descriptive statistics and factor analysis to identify the latent variables associated with their needs. Answers to the open-ended questions were used to gain deeper insight into the newly qualified teachers’ situation. The results indicate that new teachers need support, especially regarding conflict situations and in differentiating their teaching. In addition, when analysing the profiles of eight support-need latent variables, all of the teachers in the different countries viewed supporting students’ holistic development as the most important area. Although the results of this study cannot be generalised, they provide an important overview of new teachers’ learning needs that should be taken into account when planning and organising support for them. (DIPF/Orig.)