ERIC Number: EJ963480
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-688X
EISSN: N/A
Beginning Teachers' Study Groups: A Place to Continue Critical Conversations about Teaching Writing
Masuda, Avis; Ebersole, Michele
New Educator, v8 n2 p160-176 2012
This article describes how a study group for beginning teachers, led by instructors from the teacher education program from which they had just graduated, supported the novice teachers' abilities to survive their induction year and the constraints of school practices influenced by high-stakes accountability policies. Findings demonstrate that the study group is an important space to support beginning teacher knowledge, to improve teaching practices, and to sustain continuous professional growth.
Descriptors: Teacher Education Programs, Beginning Teachers, Teaching Methods, Writing Instruction, Beginning Teacher Induction, Inservice Teacher Education, Educational Practices, Professional Development, Communities of Practice, Barriers, Group Discussion, Group Dynamics, Discussion Groups, Qualitative Research, Transcripts (Written Records), Journal Writing, Reflection
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A