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ERIC Number: ED440970
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 37
Abstractor: N/A
Reference Count: N/A
Finding a Voice and Place in a Normative Profession.
Meyer, Tom
This qualitative case study identified how various conditions supported one voluntary novice teacher learning community called STEP+. Participants were all graduates of Stanford University's teacher education program (STEP), a fifth-year, combined master's and credential program. STEP+ teachers convened for as many as 5 years away from their school sites as they went from being preservice teachers to third-, fourth-, and fifth-year teachers. Participants completed several interviews about STEP+ over the years. The first section of the paper locates the discussion of this beginning teacher learning community against the backdrop of literature about induction, professional development that often rests on mentor teachers to train new teachers. The next section contrasts this with collaborative, inquiry-oriented professional development (IOPD), a less technical model. The discussion of the culture of the STEP+ learning community, which is an example of IOPD, has implications for teacher educators invested in novice teachers' personal and professional development. The paper offers descriptive analysis of the norms, structures, and content that mattered for learning at STEP+. Implications for induction policy and practice are noted, and new questions are raised. (Contains 95 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A