Beginning Teachers' Perceptions of Their Induction Program Experiences

Autor/inn/en	Algozzine, Bob; Gretes, John; Queen, Allen J.; Cowan-Hathcock, Misty
Titel	Beginning Teachers' Perceptions of Their Induction Program Experiences
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80 (2007) 3, S.137-143 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
Schlagwörter	Beginning Teacher Induction; Teacher Attitudes; Teacher Qualifications; Teacher Persistence; Labor Turnover; Beginning Teachers; Logical Thinking; Teacher Effectiveness; Public Education; North Carolina + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lehrqualifikation; Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Öffentliche Erziehung
Abstract	Ensuring a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement. Effective teaching and delivering quality instruction are lifelong and critical goals of professional development of teachers. High-quality induction programs support qualified teachers for every child. We evaluated perceptions of beginning teachers relative to the effectiveness of induction activities, assistance, and support provided within their school districts. Overall, this group indicated that induction programs were sufficient for them to succeed during the first years of teaching. Implications for improving practice and recommendations for continuing research are discussed in this article. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10