Literaturnachweis - Detailanzeige
| Autor/in | Gillingham, David |
|---|---|
| Titel | Understanding Quality Teacher Induction |
| Quelle | In: BU Journal of Graduate Studies in Education, 15 (2023), (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Beginning Teachers; Teacher Orientation; Training; Mentors; Faculty Development; Feedback (Response); School Culture |
| Abstract | Beginning teachers need high-quality induction supports to transition successfully into the teaching profession. The last three decades have seen the evolution of comprehensive induction programs to meet the support needs of teachers in their first three years of teaching as they take on ever varied roles in the school system. Central to an effective induction program, and ultimately the strengthening of beginning teacher teaching and student learning, are the identification and training of appropriate educative mentors, effective professional development plans, targeted feedback to the beginning teachers, and a supportive school culture. (As Provided). |
| Anmerkungen | Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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