Literaturnachweis - Detailanzeige
| Autor/inn/en | Crosswell, Leanne; Beutel, Denise |
|---|---|
| Titel | A Bridge over Troubling Waters: A Snapshot of Teacher Graduates' Perceptions of Their Ongoing Professional Learning Needs |
| Quelle | In: Asia-Pacific Journal of Teacher Education, 41 (2013) 2, S.144-158 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1359-866X |
| DOI | 10.1080/1359866X.2013.777022 |
| Schlagwörter | Teacher Attitudes; Professional Development; Foreign Countries; Transitional Programs; Teacher Education Programs; College Graduates; Program Effectiveness; Beginning Teacher Induction; Beginning Teachers; Questionnaires; Reflection; Teaching Skills; Field Experience Programs; Teacher Competencies; Australia |
| Abstract | For graduating teachers, the bridging period between formal teacher preparation and joining the profession is a time of high anxiety and great excitement. While this transition influences efficacy, job satisfaction, career length and future teaching quality, it is widely recognised to be inconsistent, poorly planned and resourced and largely unsupported. In Australia, the transition to teaching remains largely a school-based affair. However, individual schools may not have the resources to support a comprehensive and cohesive transition program. This paper discusses a pilot university program of extended teacher preparation. It reports on the perceived professional learning needs of a group of graduates as they transition to teaching. The key findings indicate that these graduates are seeking ongoing support as they develop confidence in their canonical skills of teaching. The authors argue that university-based programs are one way of providing professional learning and support for beginning teachers. (Contains 2 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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