Literaturnachweis - Detailanzeige
| Autor/inn/en | Arends, Richard I.; Rigazio-DiGilio, Anthony J. |
|---|---|
| Titel | Beginning Teacher Induction: Research and Examples of Contemporary Practice. |
| Quelle | (2000), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Beginning Teacher Induction; Beginning Teachers; Elementary Secondary Education; Faculty Development; Mentors; School Districts; State Government; State Programs; Teacher Improvement; Teacher Qualifications |
| Abstract | This paper: reviews research on beginning teacher induction programs, summarizing previous reviews of the topic; identifies various state- and local-level induction programs, analyzing best practices that exist today; makes recommendations based on the research and on best practice for state and local policy development and for program development and implementation; and analyzes current trends in regard to the future development of teacher induction programs. Research review results include such findings as: released time and/or load reduction for mentors and beginners is essential; training mentors results in higher mentor effectiveness; and active principal support and involvement is necessary. The discussion of induction practices details district-based programs, a union-supported induction system, and state-based programs. Ten recommendations for induction programs include: obtain clarity about program goals and purposes; provide a research-based, ethically sound definition of effective teaching; and develop and implement an effective evaluation component for the induction program itself. Several common policy characteristics include: clarity of purpose; appropriate time frame for implementation; and political and financial commitment at all levels. Trends in teacher induction include: renewed interest in teacher induction and connecting induction to standards, licensing, and national certification. (Contains 104 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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