"EJ" in Focus: Webs of Support for Learning to Teach English Together

Autor/in	McCann, Thomas M.
Titel	"EJ" in Focus: Webs of Support for Learning to Teach English Together
Quelle	In: English Journal, 102 (2013) 3, S.16-22 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	English Teacher Education; Mentors; Beginning Teacher Induction; Communities of Practice; Teacher Collaboration; Coaching (Performance); Achievement Need; Instructional Effectiveness; Teaching Experience; Teaching Conditions; Self Help Programs; Change Strategies; Teacher Improvement; Improvement Programs; Educational Practices; Educational Strategies + Suchen Sie Ihr Suchwort? Community; Lehrerkooperation; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Self help programmes; Selbsthilfebewegung; Lösungsstrategie; Effizienzsteigerung; Bildungspraxis; Lehrstrategie
Abstract	Mentors need to be proactive in helping the newer teacher to anticipate the critical episodes that inevitably face any teacher. These episodes include the challenge to manage a daunting workload while following habits necessary to stay healthy; to recover from disappointments, errors, and disrespect; to form positive relationships with students, parents, colleagues, and supervisors; and to connect with other committed teachers. While the journey to becoming an English teacher can be a haphazard and trying experience, a lot of people can help along the way, and beginners can do much to help themselves. Mentors can help new teachers to position themselves in the collaborative relationships that deliver the benefits of experience. Ultimately, emerging teachers will want to connect with a community of other teachers to promote their own growth and satisfaction and to advance the learning and positive experience of all the learners in their classrooms. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10