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ERIC Number: ED335517
Record Type: RIE
Publication Date: 1991-Aug
Pages: 39
Abstractor: N/A
On Becoming a Teacher: "They Just Gave Me a Key and Said, 'Good Luck'."
Camp, William G.; Heath-Camp, Betty
The induction process for vocational education teachers was examined in a research study. A literature review indicated a growing research base illuminating the induction problems, successes, and needs of beginning teachers and other research proposing a general theory of human development. Major research activities included nominal group technique sessions and interviews; daily/weekly logs and case studies; time series data collection; national survey of beginning vocational teachers; examination of exemplary programs; and model induction assistance program. Analysis of findings indicated substantive differences in the induction experiences and needs of teachers entering vocational education from teacher education certification and alternative or vocational routes and the need for a structured induction assistance program. A model for an induction assistance program was proposed. Its 10 major components were as follows: (1) Professional Development Center; (2) Local Professional Development Coordinator; (3) detailed orientation; (4) structured mentoring program; (5) beginning teachers handbook; (6) beginning teacher peer support group; (7) systematic administrator support; (8) flexible series of ongoing inservice workshops; (9) certification coursework for alternative certification teachers; and (10) coaching in reflective teaching. Four groups involved in this collaborative effort were the local school system; state department of education; teacher education program; and professional teacher organizations. (29 references) (YLB)
NCRVE Materials Distribution Service, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455 (order no. MDS-377: $1.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Center for Research in Vocational Education, Berkeley, CA.
Grant or Contract Numbers: N/A