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ERIC Number: EJ826812
Record Type: Journal
Publication Date: 2009
Pages: 34
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0895-9048
Using Policy to Improve Teacher Induction: Critical Elements and Missing Pieces
Carver, Cynthia L.; Feiman-Nemser, Sharon
Educational Policy, v23 n2 p295-328 2009
To understand the relationship between induction policies, programs, and practices, we conducted case studies of three long-standing induction programs. Drawing on interviews, observations, and policy documents, we asked the following: (a) What policy tools operate in these contexts, and how do they effect local induction practices? (b) What can we learn about the relationship between induction policy and practice, including its influence on mentors and work? Our analysis finds that how the problem of induction is defined shapes the nature and duration of support offered and the programmatic tools and resources provided. Our analysis further shows that mentoring emerged the favored policy instrument, although provisions for mentor training varied considerably. To support the kind of teaching demanded by today's reforms, beginning teachers will need mentors who are skilled in helping them learn in and from practice. Consequently, induction policy will need to focus attention equally on new teachers and their mentors. (Contains 10 notes and 3 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A