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Beginning Teacher Induction | 4 |
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Elementary Education | 2 |
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Mentors | 2 |
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Peabody Journal of Education | 4 |
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Chonan, Mitsuo | 1 |
Hargreaves, Andy | 1 |
Jacka, Noreen | 1 |
Kyle, Diane W. | 1 |
Moore, Gayle H. | 1 |
Parsons, Beverly | 1 |
Renyi, Judith | 1 |
Sanders, Judy L. | 1 |
Shiina, Mankichi | 1 |
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Journal Articles | 4 |
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Reports - Descriptive | 2 |
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Peer reviewed
Hargreaves, Andy; Jacka, Noreen – Peabody Journal of Education, 1995
Moral, emotional, and political dimensions influence teachers' emerging identities. This paper analyzes how one beginning teacher acquired and maintained innovative instructional methods, recommends that teachers receive training in various instructional methods, contests the use of professional development schools, and suggests changes in…
Descriptors: Beginning Teacher Induction, Beginning Teachers, Elementary Education, Higher Education
Peer reviewed
Parsons, Beverly; Renyi, Judith – Peabody Journal of Education, 1999
Examines findings from work the National Foundation for the Improvement of Education has conducted with schools and teachers' associations nationwide to suggest ways that Professional Development Schools could improve results for teachers in schools. The paper focuses on incorporating peer assistance, using teachers' associations as collaborators,…
Descriptors: Beginning Teacher Induction, Beginning Teachers, College School Cooperation, Collegiality
Peer reviewed
Kyle, Diane W.; Moore, Gayle H.; Sanders, Judy L. – Peabody Journal of Education, 1999
Shares the insights and experiences of mentor teachers from an elementary-level Professional Development School (PDS), describing the development of the PDS and offering insights about the mentor teacher's role, opportunities, and qualities. Information comes from surveys of and interviews with 11 mentor teachers at the school. A checklist for…
Descriptors: Beginning Teacher Induction, Beginning Teachers, College School Cooperation, Elementary Education
Peer reviewed
Shiina, Mankichi; Chonan, Mitsuo – Peabody Journal of Education, 1993
Attracting worthy teachers to the compulsory education system in Japan requires attention to three issues: teacher salaries, strengthening initial teacher preparation, and expansion and systemization of teacher training. The one-year beginning teachers' inservice training program began in 1989 in response to the third issue. (IAH)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Educational Administration, Educational Change