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Peer reviewed Peer reviewed
ERIC Number: EJ455171
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: N/A
Research on Learning to Teach: Implications for Teacher Induction and Mentoring Programs.
Huling-Austin, Leslie
Journal of Teacher Education, v43 n3 p173-80 May-Jun 1992
Identifies issues that need to be addressed in developing effective teacher induction and mentor programs, including providing beginning teachers with reduced teaching loads, multiple opportunities to teach the same content, support from peers and experienced colleagues, and formative evaluation that differs from the summative evaluation of experienced teachers. (SM)
Descriptors: Beginning Teacher Induction, Case Studies, College School Cooperation, Collegiality, Educational Change, Elementary Secondary Education, Faculty Development, Higher Education, Literature Reviews, Mentors, Preservice Teacher Education, Teacher Evaluation, Teacher Improvement
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A