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New vocational education and training (VET) teachers in Quebec (Canada), as in other countries (e.g., France, the Netherlands, Norway, Sweden, Switzerland, the United States), face specific challenges and experience an atypical process of entry into the teaching profession. In addition to the known professional induction challenges, which requires numerous adjustments in terms of organizational integration and socialization as well as on a personal level, new VET teachers also experience a major professional and identity transition: they shift from experts in their field to novices in the teaching field. Moreover, as they are not generally trained in pedagogy, new teachers must enroll in a mandatory teaching bachelor's program once they are fully in charge of a class and its educational responsibilities. This complex process calls for a closer look at ways to facilitate their induction experience. Specifically, because it is closely related to motivation, engagement, and performance, this study focuses on their perceived self-efficacy as teachers. This study focused on 21 new VET teachers in the francophone province of Quebec, Canada, and aim to identify different strategies through which they succeeded in developing and maintaining their self-efficacy: strategies related to 1) the work of teaching, 2) mobilization of resources, 3) professional development, and 4) attitudes and well-being at work. These strategies allow us to gain a deeper understanding of previously unexplored aspects of the reality of these teachers, and to propose avenues for the development of interventions targeting their needs. [ABSTRACT FROM AUTHOR]

During three academic years, an accompaniment and mentoring project has been developed for new teachers in educational centers with difficult performance in Polígono Sur (Seville), which is one of the poorest areas of the country. It is enclosed in the Research, Innovation and Materials Projects of the Education Council of the Junta de Andalucia. This project contemplates two fundamental figures: mentors and mentees. Herein it proposes to define representative socioeducational variables of the mentor, desirable competency profile and positive aspects of the program. The sample size is 57 mentors in 6 primary and secondary schools. For the collection of information, 2 surveys are used, with qualitative and quantitative items. The results indicate as key characteristics of the mentor in these contexts: teaching experience, knowledge of the schools and environment, ability to show empathy/assertiveness and problem solving and immediate decision making. The main conclusion is to find the desirable profile of the mentor for each school. [ABSTRACT FROM AUTHOR]

Copyright of Revista Educação & Formação is the property of Revista Educacao & Formacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present work aims to present a critical review of the last book by António Nóvoa published in Brazil in the year of 2022. The book was written in collaboration with Professor Yara Alvim and aims to raise the discussion about the education of teachers, which has become even more urgent due to the new demands imposed by the Coronavirus pandemic. The work was divided into six chapters, the first two addressing the need to reinvent the school, the third about the difficulties and solutions that teachers found during the pandemic. In the last three texts, the authors bet on the importance of initial and continuing education as a response to the desired transformations. The training model proposed by them suggests a third training space that is not just the university and not just the school, but a common house, in which the training of future teachers and the training of in-service teachers occur concomitantly, giving special attention to the entry of beginning teachers into the classroom, during the so-called Professional Induction period. This model takes us back to teacher training projects such as UniverCidade, organized by the University of Évora, and Teacher Training Complex carried out by the Federal University of Rio de Janeiro, in which the relationships between all those involved, students, schools and universities take place in a dialogic, horizontal and collaborative way. [ABSTRACT FROM AUTHOR]

Copyright of Roteiro is the property of Roteiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The results of a qualitative research study designed to better understand the developmental processes active in beginning therapists during the first three months of clinical contact is reported. Thirteen beginning therapists were asked to complete a monthly log describing experiences impacting their clinical work and themselves as therapists during their first three months of client contact. Data analysis revealed that the primary developmental theme active during this period of time is the development of therapist confidence. Two additional themes, the development of an internal gauge on which to evaluate current experiences and the development of boundaries around the self as a professional, were also found to be active during this time. These additional themes support the development of therapist confidence. Implications for training and research are identified. [ABSTRACT FROM AUTHOR]