ERIC Number: EJ942043
Record Type: Journal
Publication Date: 2006-Jun
Abstractor: As Provided
Reference Count: 49
Exemplary Teacher Induction: An International Review
Howe, Edward R.
Educational Philosophy and Theory, v38 n3 p287-297 Jun 2006
How does one become an effective teacher? What can be done to stem high attrition rates among beginning teachers? While many teachers are left to "sink or swim" in their first year--learning by trial and error, there remain a number of outstanding examples of collaboration and collegiality in teacher induction programs. Analysis of the most exemplary teacher induction programs from Australia, Britain, Canada, France, Germany, Japan, New Zealand and the United States revealed common attributes and exceptional features. The most successful teacher induction programs reported here include opportunities for experts and neophytes to learn together in a supportive environment promoting time for collaboration, reflection and acculturation into the profession of teaching. Furthermore, several practices unique to specific regions were highlighted. These included extended internship programs, specially trained mentors, comprehensive inservice training and reduced teaching assignments for beginning teachers with an emphasis on assistance rather than assessment.
Descriptors: Inservice Education, Collegiality, Foreign Countries, Beginning Teachers, Beginning Teacher Induction, Teacher Collaboration, Reflection, Best Practices, Teacher Effectiveness, Comparative Analysis, Comparative Education, International Education, Teacher Persistence, Content Analysis, Professional Development
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; France; Germany; Japan; New Zealand; United States