Bridging the Gap: The Halifax New Teacher Support Program

Autor/in	Power, Alayne
Titel	Bridging the Gap: The Halifax New Teacher Support Program
Quelle	In: Education Canada, 53 (2013) 1, (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1253
Schlagwörter	Beginning Teachers; Boards of Education; Classroom Techniques; Teaching (Occupation); Student Diversity; Foreign Countries; Mentors; Faculty Mobility; Teacher Surveys; Likert Scales; Canada + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Ausschuss; Klassenführung; Teaching; Lehrberuf; Ausland; Likert-Skala; Kanada
Abstract	New teachers require specific and targeted support, as witnessed by alarming rates of attrition in their first years in the profession. Research shows they often struggle to bridge the gap between their university study and effective practice, especially with issues such as assessment, classroom management and diversity. New teachers should have an opportunity to go deeper in their understanding and take time to link it to their current classroom practice. They need access to experienced mentors and time for in-depth investigation into various issues in a collaborative environment. A systematic model of support developed and maintained by individual school boards can effectively induct teachers into the teaching profession. The Halifax Regional School Board has created a cohesive, multi-faceted, support system for their new teachers using principles founded in research. This support will not only benefit the new teachers but the students they teach each day. (Contains 2 endnotes.) (As Provided).
Anmerkungen	Canadian Education Association. 119 Spadina Avenue Suite 705, Toronto, ON M5V 1P9, Canada. Tel: 416-591-6300; Fax: 416-591-5345; e-mail: publications@cea-ace-ca; Web site: http://www.cea-ace.ca/education-canada
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10