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Learning (not) to become a teacher: a qualitative analysis of the job entrance issue

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Keywords
Teacher motivation, Case studies, Student teaching, Teacher supervision, School culture, BEGINNING TEACHERS, IDENTITY, CAREER, VULNERABILITY, RETENTION

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Citation

Please use this url to cite or link to this publication:

Chicago
Rots, Isabel, Geert Kelchtermans, and Antonia Aelterman. 2012. “Learning (not) to Become a Teacher: a Qualitative Analysis of the Job Entrance Issue.” Teaching and Teacher Education 28 (1): 1–10.
APA
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.
Vancouver
1.
Rots I, Kelchtermans G, Aelterman A. Learning (not) to become a teacher: a qualitative analysis of the job entrance issue. TEACHING AND TEACHER EDUCATION. 2012;28(1):1–10.
MLA
Rots, Isabel, Geert Kelchtermans, and Antonia Aelterman. “Learning (not) to Become a Teacher: a Qualitative Analysis of the Job Entrance Issue.” TEACHING AND TEACHER EDUCATION 28.1 (2012): 1–10. Print.
@article{2044068,
  author       = {Rots, Isabel and Kelchtermans, Geert and Aelterman, Antonia},
  issn         = {0742-051X},
  journal      = {TEACHING AND TEACHER EDUCATION},
  keyword      = {Teacher motivation,Case studies,Student teaching,Teacher supervision,School culture,BEGINNING TEACHERS,IDENTITY,CAREER,VULNERABILITY,RETENTION},
  language     = {eng},
  number       = {1},
  pages        = {1--10},
  title        = {Learning (not) to become a teacher: a qualitative analysis of the job entrance issue},
  url          = {http://dx.doi.org/10.1016/j.tate.2011.08.008},
  volume       = {28},
  year         = {2012},
}

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