NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ991008
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: ERIC
Reference Count: 28
ISSN: ISSN-0077-5762
New Teacher Induction--In and out of Cyberspace
Berry, Barnett; Byrd, Ann
Yearbook of the National Society for the Study of Education, v111 n2 p365-386 2012
In this chapter, the authors draw on their experiences with working in building virtual communities of teachers and a pilot program to examine the prospects for increasing consistency in the effectiveness of new teacher support through online networks. Although not intended as a substitute for high-quality face-to-face mentoring experiences, online or virtual support can be structured to encourage highly valuable, frequent, and focused interactions. In this way, virtual programs can fill the gaps of existing mentoring and induction efforts that are too frequently constrained by mentor supply, teacher scheduling, and school politics (Schlager, Fusco, Koch, Crawford & Phillips, 2003). This chapter suggests that online mentoring, if fully developed and funded, may provide a unique opportunity to offer novice teachers the knowledge and skills they seek and their students deserve. The chapter concludes with some considerations for improving new teacher induction.
Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut