Comprehensive Teacher Induction Systems for Early Career Learning
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Auteur:
Edward D. Britton
etc.
Co-auteur:
S. Raizen
David Pimm
- Engels
- Paperback
- 9781402011481
- 30 juni 2003
- 420 pagina's
Samenvatting
This book provides a detailed examination of how systems located within five countries shape the early career learning of beginning teachers. These induction systems operate within countries having both centr- ized and decentralized education systems, and within large jurisdictions as well as smaller ones.
This book provides a detailed examination of how systems located within five countries shape the early career learning of beginning teachers. It describes, discusses and analyzes comprehensive teacher induction found within France, Japan, New Zealand, Shanghai and Switzerland. We refer to the phenomena we observed as induction ‘systems’ because they are am- tious, substantial and established: all beginning teachers in these various locales are served; there are no unfunded mandates; these systems have been in place for 10–25 years. Nevertheless, they are still evolving, und- going review and change – they are dynamic systems. While sharing such similarities, these systems also present striking contrasts in their purposes, policies, program design and the specific activities that constitute them. These induction systems operate within countries having both centr- ized and decentralized education systems, and within large jurisdictions as well as smaller ones. Although we primarily looked at beginning mathe- tics and science teachers of the lower secondary grades, many aspects are relevant to novice teachers of all school subjects at these grade levels, and some structures and insights are germane to the induction of elementary teachers as well.
This book provides a detailed examination of how systems located within five countries shape the early career learning of beginning teachers. It describes, discusses and analyzes comprehensive teacher induction found within France, Japan, New Zealand, Shanghai and Switzerland. We refer to the phenomena we observed as induction ‘systems’ because they are am- tious, substantial and established: all beginning teachers in these various locales are served; there are no unfunded mandates; these systems have been in place for 10–25 years. Nevertheless, they are still evolving, und- going review and change – they are dynamic systems. While sharing such similarities, these systems also present striking contrasts in their purposes, policies, program design and the specific activities that constitute them. These induction systems operate within countries having both centr- ized and decentralized education systems, and within large jurisdictions as well as smaller ones. Although we primarily looked at beginning mathe- tics and science teachers of the lower secondary grades, many aspects are relevant to novice teachers of all school subjects at these grade levels, and some structures and insights are germane to the induction of elementary teachers as well.
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- Paperback
- Oorspronkelijke releasedatum
- 30 juni 2003
- Aantal pagina's
- 420
- Illustraties
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Betrokkenen
- Hoofdauteur
- Edward D. Britton
- Tweede Auteur
- etc.
- Co Auteur
- David Pimm
- Hoofduitgeverij
- Springer-Verlag New York Inc.
Overige kenmerken
- Editie
- Softcover reprint of the original 1st ed. 2003
- Extra groot lettertype
- Nee
- Product breedte
- 155 mm
- Product lengte
- 235 mm
- Studieboek
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- 155 mm
- Verpakking hoogte
- 22 mm
- Verpakking lengte
- 233 mm
- Verpakkingsgewicht
- 626 g
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- EAN
- 9781402011481
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