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UMT Education Review,
3(2), 29-46.
https://doi.org/10.32350/uer.32.02.
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Aitken, R., & Harford, J. (2011). Induction needs of a group of teachers at different career stages in a school in the Republic of Ireland: Challenges and expectations.
Teaching and Teacher Education,
27(2), 350-356.
https://10.1016/j.tate.2010.09.003.
Akcor, G., & Savasci, M. (2020). A Review of Challenges and Recommendations for Novice EFL Teachers in Turkey.
Novitas-ROYAL (Research on Youth and Language),
14(2), 16-37.
http://www.novitasroyal.org/.
Amin, M. Y. M., & Rahimi, A. (2018). Challenges faced by novice EFL teachers. International Journal, 5(1), 149-166.
Ben-Amram, M., & Davidovitch, N. (2024). Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era.
Education Sciences,
14(2), 143.
https://doi.org/10.3390/educsci14020143.
Cremin, T., & Barnes, J. (2018). Creativity and creative teaching and learning. In Learning to teach in the primary school (pp. 428-442). Routledge.
Denscombe, M. (2014). The good research guide: for small-scale social research projects. McGraw-Hill Education (UK).
Diab, A., & Green, E. (2024). Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts.
Education Sciences,
14(7), 711.
https://doi.org/10.3390/educsci14070711.
Farrell, T. S. (2019). 'My Training Has Failed Me': Inconvenient Truths about Second Language Teacher Education (SLTE).
TESL-EJ,
22(4), n4.
http://tesl-ej.org.
Gholam, A. (2018). A mentoring experience: From the perspective of a novice teacher.
International Journal of Progressive Education,
14(2), 1-12.
http://www.inased.org/ijpe.htm
Kozikoglu, I. (2023). A content analysis concerning the studies on challenges faced by novice teachers. Kıbrıslı Eğitim Bilimleri Dergisi, 12(2), 91-106.
Saleem, A., Muhammad, Y., & Masood, S. (2020). Classroom management challenges and administrative support in elementary schools: Experiences of novice public-school teachers.
UMT Education Review,
3(2), 29-46.
https://doi.org/10.32350/uer.32.02.
Maulana, R., & Helms-Lorenz, M. (2016). Observations and student perceptions of the quality of preservice teachers’ teaching behaviour: Construct representation and predictive quality.
Learning Environments Research,
19, 335-357.
https://doi.org/10.1007/s10984-016-9215-8.
Goldberg, P., Schwerter, J., Seidel, T., Müller, K., & Stürmer, K. (2021). How does learners’ behavior attract preservice teachers’ attention during teaching?.
Teaching and teacher education,
97, 103213.
https://doi.org/10.1016/j.tate.2020.103213.
Junker, R., Gold, B., & Holodynski, M. (2021). Classroom management of pre-service and beginning teachers: From dispositions to performance.
International Journal of Modern Education Studies,
5(2), 339-363.
https://files.eric.ed.gov/fulltext/EJ1328103.pdf.
Raffo, C., & Hall, D. (2006). Transitions to becoming a teacher on an initial teacher education and training programme.
British Journal of Sociology of Education,
27(1), 53-66.
https://doi.org/10.1080/01425690500376705.
Long, J., Ying, K., Luo, Y., & Chen, X. (2024). Emotional intelligence development predicts novice teachers’ professional identity, teaching enthusiasm, and teacher-student relationships: the mediation of positive teacher emotions.
European Journal of Teacher Education, 1-20.
https://doi.org/10.1080/02619768.2024.2414910.
Makoa, M. M., & Segalo, L. J. (2021). Novice teachers’ experiences of challenges of their professional development. International Journal of Innovation, Creativity and Change, 15(10), 930-942.
Marudadorai, S., Musa, S. U. M., & Ramamuruthy, V. (2023). Voices of novice teachers in Malaysian international schools: Challenges in the first year of EMI teaching. Issues in Educational Research, 33(3), 1066-1083.
Nissim, Y., & Danial-Saad, A. (2023). The Resilient Teacher: Unveiling the Positive Impact of the Collaborative Practicum Model on Novice Teachers.
Education Sciences,
13(11), 1162.
https://doi.org/10.3390/educsci13111162.
Nurlatifah, A., Adireja, R. K., & Hasim, W. (2024). UNREVEALING THE CHALLENGES OF NOVICE ENGLISH TEACHERS IN ENGLISH TEACHING. English Education and Applied Linguistics Journal (EEAL Journal), 4(3), 246-252.
Qi, C., Liang, H., Zuo, S., & Li, R. (2024). Comparing competency-oriented student activities between expert and novice teachers in China: Insights from an epistemic network analysis (ENA).
Education and Information Technologies, 1-28.
https://doi.org/10.1007/s10639-024-12467-8.
Rashad Ali Bin-Hady, W. (2018). A study of novice teachers' challenges at their practical teaching phase. IJLRES-International Journal on Language, Research and Education Studies, 2(3).
Saidin, K., Shafii, S., & Veloo, A. (2020). Novice teachers’ strategies to overcome the challenges in teaching and learning. Elementary Education Online.
Saleem, A., Muhammad, Y., & Masood, S. (2020). Classroom management challenges and administrative support in elementary schools: Experiences of novice public-school teachers.
UMT Education Review,
3(2), 29-46.
https://doi.org/10.32350/uer.32.02.
Symeonidis, V., Haas, E., & Schneider, K. (2023). Personal, social and professional support for newly qualified teachers: Teacher induction in Austria.
Teaching and Teacher Education,
121, 103916.
https://doi.org/10.1016/j.tate.2022.103916.
Saxer, K., Schnell, J., Mori, J., & Hascher, T. (2024). The role of teacher–student relationships and student–student relationships for secondary school students’ well-being in Switzerland.
International Journal of Educational Research Open,
6, 100318.
https://doi.org/10.1016/j.ijedro.2023.100318.
Scholte, J. (2024). The influence of informal support on job satisfaction and in turn retention of beginning Dutch and Belgian primary and secondary school teachers.
Wray, E., Sharma, U., & Subban, P. (2022). Factors influencing teacher self-efficacy for inclusive education: A systematic literature review.
Teaching and Teacher Education,
117, 103800.
https://doi.org/10.1016/j.tate.2022.103800.
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