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ERIC Number: ED346291
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 23
Abstractor: N/A
Reference Count: N/A
A Professional Development Program for Beginning Vocational Teachers.
Heath-Camp, Betty; Camp, William G.
Research begun in 1988 investigated the induction process of beginning vocational teachers. Several research techniques were used in the study: nominal group technique focus sessions, focus group sessions, and individual interviews; daily and weekly tape-recorded logs and site visits; national survey; and exemplary induction assistance programs. Qualitative and quantitative analysis results led to the organization of a professional development program for beginning vocational teachers. Three major research conclusions were reached: (1) induction assistance programs must be flexible; (2) mentoring programs are the most common approach to induction assistance; and (3) the induction of beginning teachers should be a collaborative effort. A comprehensive induction assistance program should consist of 11 components: systematic administrative support; detailed orientation; certification courses; structured mentoring program; coaching in reflection; professional development plan; local professional development coordinator; professional development center; beginning teacher handbook; on-going inservice workshops; and peer support group. A model professional development center has the following elements: local school site; collaborative effort among school, university, and state department of education; operated by a full-time local professional development coordinator; funded jointly; and responsible for different induction levels. (Three figures and 22 references are included.) (NLA)
Publication Type: Speeches/Meeting Papers; 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.