NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1035601
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1547-688X
Engaging Beginning Teachers as Experts in Professional Development
Fleming, Jane
New Educator, v10 n3 p166-181 2014
Beginning teachers most often are viewed as needing significant support in all areas of teaching. As a result, professional development (PD) associated with induction programs typically is presented by experienced professionals. This article describes one induction program's attempt to draw on the strengths within its network, engaging new teachers as "expert" presenters. Having opportunities to share expertise helped develop a strong sense of collegiality and professionalism within the group and contributed to teachers' sense of efficacy and confidence in their teaching skills. Postsession evaluations and teacher interviews support the effectiveness of this strategy as part of a comprehensive induction program.
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; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A