333 , 2015-03-31 , 東京大学大学院教育学研究科 , The Graduate School of Education, University of Tokyo , 東京大学大学院教育学研究科臨床心理学コース
This paper reviews studies on professional development of beginning teachers. The studies are classified into the studies which focused on beginning teachers’ experience, on identities and emotions, and on their employment contexts. Recent studies have suggested that professional development is achieved not only in an individual, but also in interaction with collaborative relationships in their school environment. Further research is needed on the relationships between beginning teachers and their employment contexts and the way they create a new identity as a teacher in their contexts.