1.
An Analysis of New Teachers Professional Motive of Psychology in Higher Vocational Colleges;
高职院校新入职教师的职业心理动力分析
2.
Investigations and Countermeasures of the Vocational Psychology of the New Teachers in Higher Vocational Colleges;
高职院校新入职教师职业心理现状的成因与对策
3.
Evaluation for Work Values of Beginning Teachers with Method of Paired Comparison;
新入职教师工作价值观的对偶比较研究
4.
A Survey Analysis of New Teachers’ Job Demands in Higher Vocational Colleges;
高职院校新教师入职需求的调查分析
5.
Study on New Qualified Teacher s Inductive Education in Primary and Secondary School in Ethnic Area;
民族地区中小学新教师入职教育研究
6.
The Necessity of New Teacher s Orientation & Mode Construction;
新教师入职教育的必要性与模式构想
7.
School-center:A New Trend of Teacher Inductive Education
以学校为中心:教师入职教育的新趋势
8.
The Survival Stage of Teacher s Professional Development: The Service Education of American New Teachers;
教师专业发展的起步:美国新教师入职教育
9.
Induction-An Important Way to the New Teachers Profession Development;
入职培训——新教师专业成长的重要途径
10.
Policy and Practice Research of Newly Qualified Teacher Induction in the U.K.
英国新教师入职指导政策与实践研究
11.
Practical and Structural Study on Inductive Teacher Education;
新教师入职教育的模式构想与实践研究
12.
To Explore the Developmental Motive and Strategy of New Teacher s Induction in Australia;
澳大利亚新教师入职教育的发展动力及策略
13.
Research on the Current Situation and the Mode of the Inductive Teacher Education of the Primary and Middle School in China
我国中小学新教师入职教育的现状与模式研究
14.
The Comparative Study between Chinese and British Inductive Education for Newly Qualified Teachers in Secondary School
中国、英国初中新教师入职教育比较研究
15.
A Study on the Practice Problem of Inductive Education for Beginning Teacher of Primary and Secondary School in Danba County
丹巴县中小学新教师入职教育的实施问题研究
16.
The Influence of Situational Induction Institution on the New Teacher Retention-the Case of the New Teacher Induction Institution of Chicago in America
情境化入职引导制度对新教师保持率的影响——以美国芝加哥新教师入职引导制度为例
17.
Investigation on the New Teacher Induction of Chicago Public Schools in the USA
美国芝加哥新教师入职引导制度的效能考察
18.
Moreover, from the 2003-04 school year, all new kindergarten teachers must possess a pre-service QKT qualification.
由二零零三至零四学年开始，所有新入职幼稚园教师必须在入职前具备合格幼稚园教师的资格。