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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 3 results
The Formal and Situated Learning of Beginning Teacher Educators in England: Identifying Characteristics for Successful Induction in the Transition from Workplace in Schools to Workplace in Higher Education
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Harrison, Jennifer; McKeon, Frankie – European Journal of Teacher Education, 2008
We present interview data from the early stages of a longitudinal study on the emerging professional, academic identities of five beginning teacher educators. We identify the main facilitators and barriers which support different types of professional learning. Barriers in the early stages include: a reliance on trial and error learning,…
Descriptors: Foreign Countries, Teacher Attitudes, Teacher Educators, Beginning Teacher Induction
An Examination of the Language and Interpretations of "Standard One" for Initial Teacher Training in England: "Professional Values and Practice"--Outcomes or Opportunities?
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Harrison, Jennifer – European Journal of Teacher Education, 2006
This is an analysis of school tutors' assessments of aspects of "Standard one, professional values and practice" (DfES/TTA 2002) for secondary trainee teachers, together with interview data from a sample of trainee teachers and their school tutors/assessors. The paper examines teachers' interpretations of four sub-categories within this Standard…
Descriptors: Foreign Countries, Tutors, Trainees, Institutional Evaluation
Facilitating the Professional Learning of New Teachers Through Critical Reflection on Practice During Mentoring Meetings
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Harrison, Jennifer; Lawson, Tony; Wortley, Angela – European Journal of Teacher Education, 2005
The focus of this paper is the analysis of data from case studies of mentor meetings derived from an action research project on "The professional development of subject induction tutors". Developing practice as a reflective teacher involves both reflection and action and a reflective teacher compares a teaching and learning situation with his or…
Descriptors: Foreign Countries, Professional Autonomy, Reflective Teaching, Case Studies