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Novice Teacher Support, Interaction, and Cognition
#684
Sun, Nov 22, 17:20-17:45 JST
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Teacher Efficacy
General
Research-Oriented Short Presentation
Workplace interaction and social support can have a significant effect upon the cognition and development of novice teachers as they navigate the transition between training and teaching. This paper reports on findings from a qualitative longitudinal case-study of five novice EFL teachers, exploring the positive and negative influences which interaction with colleagues and wider social support had upon their cognition and development during this formative time.
Presentation Assets
University of Leeds