Literaturnachweis - Detailanzeige
Autor/inn/en | Cherian, Finney; Daniel, Yvette |
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Titel | Principal Leadership in New Teacher Induction: Becoming Agents of Change |
Quelle | In: International Journal of Education Policy and Leadership, 3 (2008) 2, S.1-11 (11 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1555-5062 |
Schlagwörter | Teacher Orientation; Foreign Countries; Principals; Beginning Teacher Induction; Leadership Responsibility; Administrator Role; Interviews; Literature Reviews; Beginning Teachers; Mentors; Attitude Measures; Administrator Attitudes; Teacher Attitudes; Teaching Experience; Teacher Role; Teacher Responsibility; Urban Schools; Elementary Schools; Secondary Schools; Educational Policy; Canada Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Ausland; Principal; Schulleiter; Interviewing; Interviewtechnik; Junior teacher; Junglehrer; Lehrerverhalten; Lehrerrolle; Lehrverpflichtung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Sekundarschule; Politics of education; Bildungspolitik; Kanada |
Abstract | This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada. Building upon the theoretical framework of Bolman and Deal (2002), as well as interviews, document analysis, and review of extant literature, the following findings were established: (a) Principals expressed that the educative mentorship of novices requires the engagement of the entire school community; and (b) Principals, veterans, and novices saw teaching as an intellectual, moral, and political endeavor that required their collective involvement. We suggest that principals employ the notion of "communities of practice" to instill a culture of support for new teacher induction. (Contains 2 endnotes.) (As Provided). |
Anmerkungen | Association for Supervision and Curriculum Development, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |