ERIC Number: ED443786
Record Type: Non-Journal
Publication Date: 2000-Mar
Reference Count: N/A
Standards-Based Induction Programs: Implications for Teacher Training and Support.
Suleiman, Mahmoud F.
This paper describes teacher professional development through field-based education within the expected standards of the teaching profession, drawing from research and experience with current trends and practices in teacher education and student learning. Today's teachers must be prepared to play a more vital role in diverse 21st-century schools. Teacher education programs have been experimenting with new approaches to induction in order to foster teacher support and retention. Several initiatives have evolved in California to retain and better prepare teachers. This includes the state-sponsored Beginning Teacher Support and Assessment induction program and the California Formative Assessment and Support System for Teachers. Teacher education programs foster tolerance of diversity and cultural pluralism among teachers. Field-based education offers opportunities for this type of consciousness raising. Other benefits of field-based education include: opportunities for classroom observations; experiences with the dynamics of teaching and learning; insights about various aspects that affect teaching; and application of conceptual knowledge through inquiry-based teaching. Successful field experiences and induction programs should include such features as: concrete learning opportunities and field experiences; positive social and professional ambience via reflective discourse; and solid partnerships through collaborative efforts to improve programs. (Contains 17 references.) (SM)
Descriptors: Academic Standards, Beginning Teacher Induction, Beginning Teachers, Consciousness Raising, Cultural Pluralism, Diversity (Student), Elementary Secondary Education, Faculty Development, Field Experience Programs, Higher Education, Preservice Teacher Education, State Standards, Teacher Recruitment, Teaching Methods
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: California