NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ816191
Record Type: Journal
Publication Date: 2007-Jun
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1367-4587
Toward a Pedagogical Framework: New Zealand Induction
Main, Squirrel
Journal of In-service Education, v33 n2 p237-240 Jun 2007
Educators in New Zealand (NZ) stand poised to shift from a humanistic to a pedagogical viewpoint in their induction practices. Survey results discussed in this research brief are part of the first study to combine qualitative and quantitative methods in low-socio-economic primary schools. As part of her research for the New Teachers Center in California, Achinstein (2001) created parameters for a pedagogical approach to induction. In this emerging framework, she writes that collaboration, inquiry, purpose and capacity form the basis for fostering teacher leadership, which in turn impact induction. Using Achinstein's parameters, this research project assesses the current NZ situation. By examining the frequency and perceived effectiveness of current induction practices, a snapshot is created illuminating the pedagogically oriented momentum propelling NZ induction. (Contains 1 figure.)
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
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand