European Journal of Teacher Education volume 43, issue 2, P258-276 2019 DOI: 10.1080/02619768.2019.1681963 View full text
Stéphane Colognesi, Catherine Van Nieuwenhoven, Simon Beausaert

Abstract: High percentages of newly qualified teachers (NQTs) drop out during their first 5 years in the classroom. Often, formal support systems are put in place to overcome 'practice shock'. However, in this research, it was hypothesised that it is not the formal support structure put in place that determines whether starting teachers feel satisfied in their job and show perseverance but rather the amount of knowledge exchange that takes place. This was confirmed by the results of a first quantitative study. Then, a f…

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