View in EDS

Newly Qualified Teachers' Highs and Lows during the First Year of Teaching

Saved in:
Bibliographic Details
Title: Newly Qualified Teachers' Highs and Lows during the First Year of Teaching
Language: English
Authors: Marit Ulvik, Liv Eide, Edel Karin Kvam
Source: Cambridge Journal of Education. 2026 56(3):275-292.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Beginning Teachers, Secondary School Teachers, Teaching Conditions, Foreign Countries, Teacher Role, Teacher Attitudes, Influences, Individual Characteristics
Geographic Terms: Norway
DOI: 10.1080/0305764X.2026.2641727
ISSN: 0305-764X
1469-3577
Abstract: To gain a nuanced understanding of the induction phase experienced by newly qualified teachers (NQTs), this short-term longitudinal study followed 15 Norwegian secondary school teachers throughout their first year of teaching, a crucial period for strengthening their resilience through supportive environments. Each month, they communicated via email their work mastery on a scale from 1 to 10. At the end of the year, they were interviewed about their scale profiles. The NQTs' experiences of mastering their roles encompassed both highs and lows, influenced by a combination of external, personal and predominantly in-school factors. Based on the findings, the authors suggest implications for teacher education and employment conditions, along with recommendations for how to integrate new teachers into schools, emphasising the importance of addressing in-school challenges to foster a more sustainable teaching environment for NQTs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508671
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1508671
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Newly Qualified Teachers' Highs and Lows during the First Year of Teaching
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Marit+Ulvik%22">Marit Ulvik</searchLink><br /><searchLink fieldCode="AR" term="%22Liv+Eide%22">Liv Eide</searchLink><br /><searchLink fieldCode="AR" term="%22Edel+Karin+Kvam%22">Edel Karin Kvam</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Cambridge+Journal+of+Education%22"><i>Cambridge Journal of Education</i></searchLink>. 2026 56(3):275-292.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/0305764X.2026.2641727
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0305-764X<br />1469-3577
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: To gain a nuanced understanding of the induction phase experienced by newly qualified teachers (NQTs), this short-term longitudinal study followed 15 Norwegian secondary school teachers throughout their first year of teaching, a crucial period for strengthening their resilience through supportive environments. Each month, they communicated via email their work mastery on a scale from 1 to 10. At the end of the year, they were interviewed about their scale profiles. The NQTs' experiences of mastering their roles encompassed both highs and lows, influenced by a combination of external, personal and predominantly in-school factors. Based on the findings, the authors suggest implications for teacher education and employment conditions, along with recommendations for how to integrate new teachers into schools, emphasising the importance of addressing in-school challenges to foster a more sustainable teaching environment for NQTs.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508671
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508671
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0305764X.2026.2641727
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 275
    Subjects:
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Norway
        Type: general
    Titles:
      – TitleFull: Newly Qualified Teachers' Highs and Lows during the First Year of Teaching
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Marit Ulvik
      – PersonEntity:
          Name:
            NameFull: Liv Eide
      – PersonEntity:
          Name:
            NameFull: Edel Karin Kvam
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0305-764X
            – Type: issn-electronic
              Value: 1469-3577
          Numbering:
            – Type: volume
              Value: 56
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Cambridge Journal of Education
              Type: main
ResultId 1