{"title":"组织指导和入职培训实践：从新晋教师的视角来理解","authors":"Hilde Madsø Jacobsen, Eli Lejonberg","doi":"10.1080/13611267.2024.2360603","DOIUrl":null,"url":null,"abstract":"Measures aimed at newly qualified teachers (NQTs) in Norway are characterized by ambitious policy expectations, though with leeway for practitioners. This article investigates how NQTs perceive pra...","PeriodicalId":501450,"journal":{"name":"Mentoring & Tutoring: Partnership in Learning","volume":"72 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Organizing mentoring and induction practices: understood through the eyes of newly qualified teachers\",\"authors\":\"Hilde Madsø Jacobsen, Eli Lejonberg\",\"doi\":\"10.1080/13611267.2024.2360603\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Measures aimed at newly qualified teachers (NQTs) in Norway are characterized by ambitious policy expectations, though with leeway for practitioners. This article investigates how NQTs perceive pra...\",\"PeriodicalId\":501450,\"journal\":{\"name\":\"Mentoring & Tutoring: Partnership in Learning\",\"volume\":\"72 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-06-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Mentoring & Tutoring: Partnership in Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13611267.2024.2360603\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mentoring & Tutoring: Partnership in Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13611267.2024.2360603","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Organizing mentoring and induction practices: understood through the eyes of newly qualified teachers
Measures aimed at newly qualified teachers (NQTs) in Norway are characterized by ambitious policy expectations, though with leeway for practitioners. This article investigates how NQTs perceive pra...
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