Supporting beginner teacher identity development: external
mentors and the third space

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Supporting beginner teacher identity development: external mentors and the third space

This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawing on the analysis of interview and case study dat...

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Bibliographic Details
Main Authors:	McIntyre, Joanna, Hobson, Andrew J.
Format:	Article
Published:	Taylor & Francis 2016
Subjects:	beginning teachers; external mentoring; teacher identity; teaching physics; third space
Online Access:	https://eprints.nottingham.ac.uk/32155/

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