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ERIC Number: EJ795180
Record Type: Journal
Publication Date: 2007
Pages: 13
Abstractor: ERIC
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0737-5328
Fitting in and Learning to Teach: Tensions in Developing a Vision for a University-Based Induction Program for Beginning Teachers
Stanulis, Randi Nevins; Burrill, Gail; Ames, Karen Thies
Teacher Education Quarterly, v34 n3 p135-147 Sum 2007
Developing and retaining highly qualified teachers are central elements in efforts to improve teaching and learning in the United States. As part of these efforts, higher education institutions are beginning to design comprehensive induction programs for their graduates. The purpose of this article is to describe the development of a conceptual framework for a university-supported induction component of a teacher education program in the Michigan State University. Like most other universities, once teacher education students graduate, responsibility for their learning has been turned over to school districts that are mandated, but not necessarily prepared, to provide induction support. While some schools encourage professional learning sustained by collaborative work among veterans and novices, others reinforce isolation as new teachers are left to figure things out for themselves. Guidance may also be provided by an assigned mentor, though the duties allocated to the role of a mentor vary and often involve becoming a "buddy" who gives advice and solves immediate problems with little or no discussion about continued learning to teach.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan; United States