References
- Annual Report of the Czech School Inspectorate for the school year 2015/2016 (2016) http://www.csicr.cz/html/abstract_2015/html5/index.html?&locale=CSY&pn=15, Accessed 9 June 2018.
- Aus, K., Jogi, A. L., Poom-Valickis, K., Eisenschmidt, E., & Kikas, E. (2017). Associations of newly qualified teachers’ beliefs with classroom management practices and approaches to instruction over one schoolyear. European Journal of Teacher Education, 40(1), 28-45. doi.org/10.1080/02619768.2016.125189710.1080/02619768.2016.1251897
- Ball, S. (1981). Beachside Comprehensive: a case study of secondary schooling. New York: Cambridge University Press. Barnes, D., & Shemilt, D. (1974). Transmission and interpretation. Education Review, 26, 213-228. doi.org/10.1080/001319174026030510.1080/0013191740260305
- Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.00110.1016/j.edurev.2011.09.001
- Bludau, M. (2006). Was braucht ein Lehrer fremder Sprachen? In U. O. H. Jung (Hrsg.), Praktische Handreichung für Fremdsprachenlehrer. Band 2. 4. vollständig überarbeitete Auflage (s. 339–346). Frankfurt am Main: Peter Lang.
- Bobbit, S. A., Faupel, E., & Burns, S. (1991). Characteristics of stayers, movers, and leavers: Results from the Teacher Follow-up Survey, 1988–1989 (NCES 91–128). Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
- Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31. doi.org/10.1191/1362168806lr182oa10.1191/1362168806lr182oa
- Boyd, D., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J. H. (2011). The Influence of School Administrators on Teacher Retention Decisions. American Educational Research Journal, 48(2), 303-333. doi.org/10.3102/000283121038078810.3102/0002831210380788
- Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112–139. dx.doi.org/10.14221/ajte.2013v38n3.910.14221/ajte.2013v38n3.9
- Burrell, G., & Morgan, G. (1979). Sociology paradigm and organisational analysis: Elements of the Sociology of Corporate Life. Portsmouth: Heinemann. doi.org/10.4324/978131524280410.4324/9781315242804
- Caspari, D. (2003). Fremdsprachenlehrerinnen und Fremdsprachenlehrer. Studien zu ihrem beruflichen Selbstverständnis. Tübingen: Narr.
- Caspersen J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching: theory and practice, 20(2),189-211. doi.org/10.1080/13540602.2013.84857010.1080/13540602.2013.848570
- Cherubini, L. (2009). Reconciling the tensions of new teachers’ socialisation into school culture: A review of the research. Issues in Educational Research, 19(2), 83–99.
- Claessens, L., van Tartwijk, J., Pennings, H., van der Want, A., Verloop, N., den Brok, P., & Wubbels, T. (2016). Beginning and experienced secondary school teachers’ self- and student schema in positive and problematic teacher-student relationships. Teaching and Teacher Education, 55, 88-99. doi.org/10.1016/j.tate.2015.12.00610.1016/j.tate.2015.12.006
- Deal, T., & Kennedy, A.E. (1982). Corporate cultures. Reading, MA: Addison-Wesley.
- Darling-Hammond, L. (2000). Solving the dilemmas of teacher supply, demands and standards: How can we ensure a competent, caring, and qualified teacher for every child. New York: National Commission on Teaching and America’s Future.
- Dirks, U. (2000). Wie werden EnglischlehrerInnen professionell? Eine berufsbiographische Untersuchung in den neuen Bundesländern. Münster: Waxmann.
- Eldar, E., Nabel, N., Schechter, C., Tamor, R., & Mazin, K. (2003). Anatomy of successs and failure: the story of three teachers. Educational Research, 45(1), 29-48. doi.org/10.1080/001318803200008610910.1080/0013188032000086109
- Evetts, J. (2006). Trust and professionalism in knowledge societies. Current Sociology 54(4), 515–531. doi.org/10.1177/001139210606508310.1177/0011392106065083
- Fantilli, D.A., McDougall, M.D. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825. dx.doi.org/10.1016/j.tate.2009.02.02110.1016/j.tate.2009.02.021
- Farrell, T. S. C. (2003) Learning to teach English language during the first year: personal influences and challenges. Teaching and Teacher Education, 19, 95–111. doi: 10.1016/S0742-051X(02)00088-410.1016/S0742-051X(02)00088-4
- Feiman-Nemser, S. & Floden, R. (1986). The cultures of teaching. In Wittrock (Ed.), Handbook of research on teaching, 3rd ed., pp. 505-526. New York: MacMillan.
- Fernet, C., Trépanier, S., Austin, S., & Levesque-Côté, J. (2016). Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start? Teaching and Teacher Education, 59, 481-491. doi.org/10.1016/j.tate.2016.07.01910.1016/j.tate.2016.07.019
- Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417. DOI: 10.2307/358811410.2307/3588114
- Gaikhorst, L. Beishuizen, J. J. Korstjens, I. M., & Volman, M. L. L. (2014). Induction of beginning teachers in urban environments: An exploration of the support structure and culture for beginning teachers at primary schools needed to improve retention of primary school teachers. Teaching and Teacher Education, 42, 23-33. doi.org/10.1016/j.tate.2014.04.00610.1016/j.tate.2014.04.006
- Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2017). The challenges of beginning teachers in urban primary schools. European Journal of Teacher Education, 40(1), 46-61. doi.org/10.1080/02619768.2016.125190010.1080/02619768.2016.1251900
- Gamoran, A., & Weinstein, M. (1995). Differentiation and opportunity in restructured schools. Paper presented at the annual meeting of the American Sociological Association, Washington, DC.
- Gavish, B., Friedman, I. A. (2011). Novice teachers as organisational people: Expectations of a professional work environment, collegiality, recognition and respect. Educational Studies, 37(4), 451–467. doi.org/10.1080/03055698.2010.54089110.1080/03055698.2010.540891
- Glazerman, S., Isenberg, E, Dolfin, S., Bleeker, M., Grider, A. M., & Jacobus, M. (2010). Impacts of comprehensive teacher induction: Final results from a randomized controlled study (NCEE 2010-4028). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
- Goodson, I. (Ed.). (1985). Social histories of the secondary curriculum: Subjects for study. London: Falmer Press.
- Goodson, I.F. (1993). School Subjects and Curriculum Change. London: Falmer Press.
- Goodson, I. F. (1997). Studying Curriculum: cases and methods. Buckingham: Open University Press.
- Grissom, J. A., & Strunk, K. O. (2012). How should school districts shape teacher salary schedules? Linking school performance to pay structure in traditional compensation schemes. Educational Policy, 26(5), 663–695. doi.org/10.1177/089590481141758310.1177/0895904811417583
- Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E.(2015) Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 150–161. doi.org/10.1016/j.tate.2014.12.01110.1016/j.tate.2014.12.011
- Grossman, P. L., & Stodolsky, S. S. (1995). Content as context: The role of school subjects in secondary school teaching. Educational Researcher, 24(8), 5–11. doi.org/10.3102/0013189X02400800510.3102/0013189X024008005
- Hagger, H., Mutton, T., & Burn, K. (2011). Surprising but not shocking: The reality of the first year of teaching. Cambridge Journal of Education, 41(4), 387–405. doi.org/10.1080/0305764X.2011.62499910.1080/0305764X.2011.624999
- Hahs-Vaughn, D. L., & Scherff, L. (2008). Beginning English teacher attrition, mobility, and retention. The Journal of Experimental Education, 77(1), 21–54. doi.org/10.3200/JEXE.77.1.21-5410.3200/JEXE.77.1.21-54
- Hammadou, J., & Bernhardt, E. (1987). On being and becoming a foreign language teacher. Theory into Practice, 26(4), 301–306. doi.org/10.1080/0040584870954329010.1080/00405848709543290
- Hanušová, S., Píšová, M., Kohoutek, T., Minaříková, E., Janík, M., Janík, T., Mareš, J., Uličná, K., & Ježek, S. (2017). Chtějí zůstat nebo odejít? Začínající učitelé v českých základních školách. Brno: Masarykova univerzita. doi.org/10.5817/CZ.MUNI.M210-8922-201710.5817/CZ.MUNI.M210-8922-2017
- Hayes, K. (1976). Which subjects can be taught in mixed-ability classes. Teachers’ views. Cambridge Journal of Education, 6, 32-38. doi.org/10.1080/030576476006010510.1080/0305764760060105
- Helms-Lorenz, M., van de Grift, W., & Maulana, R. (2016). Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers. School Effectiveness and School Improvement, 27(2), 178–204. https://doi.org/10.1080/09243453.2015.103573110.1080/09243453.2015.1035731
- Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching: theory and practice, 18(4), 417-440. dx.doi.org/10.1080/13540602.2012.69604410.1080/13540602.2012.696044
- Imazeki, J. (2005). Teacher salaries and teacher attrition. Economics of Education Review, 24(4), 431–449. doi.org/10.1016/j.econedurev.2004.07.01410.1016/j.econedurev.2004.07.014
- Ingersoll, R. M. (2001). Teacher turnover, teacher shortages, and the organization of schools. Seattle: University of Washington.10.1037/e384452004-001
- Ingersoll, R. (2003). Is there really a teacher shortage? A report, Center for the Study of Teaching and Policy.10.1037/e382722004-001
- Ingersoll R., & Strong M. (2011). The impact of induction and mentoring for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. dx.doi.org/10.3102/003465431140332310.3102/0034654311403323
- Jenkins, J. (2007). English as a lingua franca: Attitudes and identity. Oxford: Oxford University Press.
- John, P. (2005). The sacred and the profane: subject sub-culture, pedagogical practice and teachers’ perceptions of the classroom uses of ICT. Educational Review, 57(4), 469–488. doi.org/10.1080/0013191050027957710.1080/00131910500279577
- Johnson, S. M., Kraft, M. A, & Papay, J. P. (2011) How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record [online]. 114(10) 1–39.10.1177/016146811211401004
- Johnson, S. M., & Birkeland, S. E. (2004). Pursuing a ‘sense of success’: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581–617. dx.doi.org/10.3102/0002831204000358110.3102/00028312040003581
- Kardos S. M., Johnson S. M., Peske H. G., Kauffman D., Liu E. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2), 250–290. doi.org/10.1177/0013161012196931610.1177/00131610121969316
- Kramsch, C. (1997). The privilege of the non-native speaker. PMLA, 112, 359–369.10.1632/S0030812900060673
- Kyriacou, C., & Kunc, R. (2007). Beginning teachers’ expectations of teaching. Teaching and Teacher Education, 23(8), 1246-1257. doi.org/10.1016/j.tate.2006.06.00210.1016/j.tate.2006.06.002
- Lacey, C. (1977). The socialisation of teachers. London: Methuen.
- Ladd, H. (2009). Teachers’ perceptions of their working conditions: How predictive of policy-relevant outcomes. National Center for Analysis of Longitudinal Data in Education Research Working Paper 33. Washington, DC: CALDER.10.1037/e722072011-001
- Ladd, H. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33(2), 235–261. dx.doi.org/10.3102/016237371139812810.3102/0162373711398128
- Lave, J. (1988). Cognition in practice. Cambridge: Cambridge University Press.10.1017/CBO9780511609268
- Li, C. K., & Hung, C. H. (2012). The interactive effects of perceived parental involvement and personality on teacher satisfaction. Journal of Educational Administration, 50(4), 501–518. doi.org/10.1108/0957823121123861110.1108/09578231211238611
- Martel, H. A. (2009). Effective strategies for general and special education teachers [Senior Honors Theses]. Michigan: Eastern Michigan University.
- McKay, L. (2016). Beginning teachers and inclusive education: frustrations, dilemmas and growth. International Journal of Inclusive Education, 20(4), 383-396. doi.org/10.1080/13603116.2015.108163510.1080/13603116.2015.1081635
- Medgyes, P. (1994). The non-native teacher. London: Macmillan.
- Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1-10. dx.doi.org/10.1016/j.ijer.2014.04.00310.1016/j.ijer.2014.04.003
- MEYS (Ministry of Education, Youth and Sports). (2015). Analýza výsledků mimořádného šetření k dopadům novely zákona o pedagogických pracovnících. Praha: MŠMT.
- Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow: Pearson Education.
- OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. Directorate for Education, Employment, Labour and Social Affairs, Education and Training Division. Paris: OECD.
- Oplatka, I., & Eizenberg, M. (2007). The perceived significance of the supervisor, the assistant, and parents for career development of beginning kindergarten teachers. Teaching and Teacher Education, 23(4), 339–354.10.1016/j.tate.2006.12.012
- Öztürk, M., & Yildirim, A. (2013). Adaptation challenges of novice teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 294–307.
- Pařízek, V. (1994). Obecná pedagogika. Praha: Pedagogická fakulta UK.
- Peters, T.J., & Waterman, R.H. (1982). In Search of Excellence Lessons from America’s Best-Run Companies. New York: Harper & Row.
- Píšová, M. (2013). Teacher Professional Socialisation: Objective Determinants. Orbis scholae, 7(2), 67−80. DOI: 10.14712/23363177.2015.2110.14712/23363177.2015.21
- Pogodzinski, B. (2013) Administrative context and Novice Teacher-Mentor Interactions. Journal of Educational Administration, 58(1), 40–65.10.1108/JEA-06-2013-0073
- Pogodzinski, B.,Youngs, P., & Frank, K. A. (2013) Collegial Climate and Novice Teachers’ Intent to Remain Teaching. American Journal of Education,120(1), 27–54. dx.doi.org/10.1086/67312310.1086/673123
- Pollard, A. (1982). A model of classroom coping strategies. British Journal of Sociology of Education, 3(1), 19–37. dx.doi.org/10.1080/014256982003010210.1080/0142569820030102
- Sarason, S. (1982). The culture of the school and the problem of change, 2nd ed. Boston: Allyn & Bacon.
- Smethem, L. (2007). Retention and intention in teaching careers: Will the new generation stay? Teachers and Teaching: Theory and Practice, 13(5), 465–480. doi.org/10.1080/1354060070156166110.1080/13540600701561661
- Siskin, L. S. (1991). Departments as different worlds: Subject subcultures in secondary schools. Educational Administration Quarterly, 27(2), 134–160. doi.org/10.1177/0013161X9102700200310.1177/0013161X91027002003
- Stodolsky, S. S. (1993). A framework for subject matter comparisons in high school. Teaching and Teacher Education, 9, 333-346. doi.org/10.1016/0742-051X(93)90001-W10.1016/0742-051X(93)90001-
- Stodolsky, S. S., & Grossman, P. L. (1995). The impact of subject matter on curricular activity: An analysis of five academic subjects. American Educational Research journal, 32, 227-249. doi.org/10.3102/0002831203200222710.3102/00028312032002227
- Sturman, M. C., Cheramie, R. A., & Cashen, L. H. (2005). The impact of job complexity and performance measurement on the temporal consistency, stability, and test-retest reliability of employee job performance ratings. Journal of Applied Psychology, 90(2), 269–283. dx.doi.org/10.1037/0021-9010.90.2.26910.1037/0021-9010.90.2.269
- Terhart, E. (2005). Pädagogische Qualität, Professionalisierung und Lehrerarbeit. Viertel- jahrschrift für wissenschaftliche Pädagogik, 81, 79–97.10.30965/25890581-081-01-90000010
- Tiplic, D., Brandmo, C., & Elstad, E. (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education, 45(4), 451–474. doi.org/10.1080/0305764X.2014.98764210.1080/0305764X.2014.987642
- Vollmer, H. J. (1995). Perspektiven einer professionalisierten Lehrerausbildung im Bereich moderne Fremdsprachen. Die Neueren Sprachen, 94(6), 667–682.
- Wechsler, M. E., Caspary, K., Humphrey, D. C., & Matsko, K. K. (2010). Examining the effects of new teacher induction. Menlo Park, CA: SRI International.
- Weiss, E. M. (1999). Perceived workplace conditions and first year teachers’ morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education, 15, 861–879. dx.doi.org/10.1016/S0742-051X(99)00040-210.1016/S0742-051X(99)00040-2
- Wheelock, A. (1992). Crossing the tracks: How “untracking” can save America’s schools. New York: New Press.
- Williams, A., Prestage, S., & Bedward, J. (2001). Individualism to collaboration: The significance of teacher culture to the induction of newly qualified teachers. Journal of Education for Teaching, 27(3), 253–267. doi.org/10.1080/0260747012009158810.1080/02607470120091588
- Wipperfürth, M. (2009). Welche Kompetenzstandards brauchen professionelle Fremdsprachen-lehrer und -lehrerinnen? Forum Sprache, 1(2), 6–26.
- Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education, 66, 295-308. DOI: 10.1016/j.tate.2017.04.01510.1016/j.tate.2017.04.015
- Yaakobi, D., & Sharan, S. (1985). Teacher beliefs and practices: The discipline carries the message. Journal of Education for Teaching, 11(2), 187-199. doi.org/10.1080/026074785011020710.1080/0260747850110207
- Zeichner, K. & Gore, J. (1990). Teacher socialisation. In R. Houston (Ed.). Handbook of research on teacher education (pp. 329–348). New York: Macmillan.