Professional duties and support for Teach For All fellows as reported by school principals. A case study of two European countries.

Autor/inn/en	Schneider, Sarah; Abs, Hermann Josef
Titel	Professional duties and support for Teach For All fellows as reported by school principals. A case study of two European countries.
Quelle	Aus: Thomas, Matthew A. M. (Hrsg.); Rauschenberger, Emilee (Hrsg.); Crawford-Garrett, Katherine (Hrsg.): Examining Teach for All. International perspectives on a growing global network. Abingdon; New York: Routledge (2020) [22 S.] PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Oxford studies in comparative education
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-3673-3648-6; 978-1-0000-9462-6
DOI	10.4324/9780429331695-12
Schlagwörter	Kompetenz; Lehramtsstudent; Lehramtsstudentin; Lehrerausbildung; Lehrerbildung; Lehr-Lern-Forschung; Lehrstrategie; Alternative Bildungsarbeit; Kompetenzentwicklung; Bulgarien; Europa; Österreich
Abstract	This chapter analyses the professional duties and support given to beginning teachers who are following an alternative pathway into teaching. We conceptualise school as an organisation; therefore, the concept of 'professional duties' refers to the structural requirements of teachers' work, and 'support' refers to standard support structures within schools. The study took place with school principals from two European countries, Bulgaria and Austria, in schools that employ Teach For All Fellows training through the alternative pathway programme. The chapter provides new insights into Teach For All programmes and the ways leaders perceive and work with these programmes. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2