The Transition Process: The Early Years of Being a Teacher

Linking Self- and Other-Focused Emotion Regulation Abilities and Occupational Commitment among Pre-Service Teachers: Testing the Mediating Role of Study Engagement

“…In recent decades, a number of studies have reported that teachers face a wide variety of demands in their daily working life that lead many of them to feel exhausted, disengaged, and dissatisfied [1]. For instance, teachers often perceive their work environment as threatening with contextual factors such as pupil misbehavior, lack of organizational support, and emotionally demanding situations being commonly encountered [1][2][3]. The high prevalence of these contextual demands leading to increased stress and exhaustion calls for the exploration of the protective factors that may reduce the impact of such contextual variables on public health and retention issues [1].…”

“…The high prevalence of these contextual demands leading to increased stress and exhaustion calls for the exploration of the protective factors that may reduce the impact of such contextual variables on public health and retention issues [1]. Teacher-related demands and educator stress affects not only in-service but also pre-service teachers, that is, individuals in the transition from university into the professional world, who may fail to match the required tasks and demands related to teaching practice [2][3][4]. Entering the teaching profession and experiencing the common shock of reality regarding teacher-related demands may cause a variety of negative emotions that may erode their attitudes toward their career [2,3].…”

“…Teacher-related demands and educator stress affects not only in-service but also pre-service teachers, that is, individuals in the transition from university into the professional world, who may fail to match the required tasks and demands related to teaching practice [2][3][4]. Entering the teaching profession and experiencing the common shock of reality regarding teacher-related demands may cause a variety of negative emotions that may erode their attitudes toward their career [2,3]. In this regard, issues regarding reduced commitment and increasing intention to quit among beginning and newly-qualified teachers merit serious attention as they entail issues of an economic, educational, and social nature [5,6].…”

Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education

“…However, the study might be relevant beyond its particular context. Many pre-service teachers worldwide experience the transitional process from pre-service training to teaching, as exemplified by the induction phase in Germany, which is particularly challenging (Wanzare 2007). As novice teachers, they usually lack routines and expert teachers' knowledge structure (Berliner 2004;Enow and Goodwyn 2018), making it difficult for them to adapt their teaching strategies to students' needs.…”

Türkiye’de Aday Öğretmen Yetiştirme Programı: Bir Meta Sentez Çalışması

“…This period is considered a defenseless time (McCann & Johannesen, 2004). Experiences within this period, problems encountered, and ways to deal with these problems can affect the professional lives of beginning teachers (Fantilli & Mcdougall, 2009;Feiman-Nemser, 2001;Kane & Francis, 2013;Wanzare, 2007).…”