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ERIC Number: EJ888082
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1745-4999
The Induction of Beginning Teachers in Scotland and Hong Kong: Getting It Right
Draper, Janet; Forrester, Victor
Research in Comparative and International Education, v4 n1 p74-86 2009
Where the continuing professional development (CPD) process is being increasingly articulated and circumscribed by policy and central specification, the initial year of teaching may significantly shape career-long expectations of CPD. This article contrasts the early experiences of beginning secondary teachers in Scotland and Hong Kong and the emergent model that highlights a tension between the systems' support structures and individual autonomy. To resolve this impasse, the authors conclude by arguing for a different model that places as synonymous new teachers' induction, CPD and approaches to becoming autonomous. (Contains 1 table and 1 figure.)
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/rcie
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong; United Kingdom (Scotland)