CiNii 図書 - Comprehensive teacher induction

What does it take to meet the wide-ranging needs of beginning teachers? Based on a three-year study, the authors describe how comprehensive teacher induction systems can not only provide teacher support but also promote learning more about how to teach. Induction programmes in Shanghai, France, Japan, New Zealand, and Switzerland have provided well-funded induction support that reaches all beginning teachers, incorporates multiple sources of support, typically lasts two or more years, and goes beyond survival skills to promoting learning about teaching. With National Science Foundation funding and under the auspices of WestEd's National Center for Improving Science Education and Michigan State University, researchers conducted in-depth case studies of induction programs. They particularly focused on novice mathematics and science teachers. This book calls for re-thinking what teacher induction is about, whom it should serve, what the "curriculum" of induction should be, and the policies, programmes, and practices needed to deliver it.

Preface. 1. Introduction. 2. Entering a Culture of Teaching: Teacher Induction in Shanghai
L. Paine, Yanping Fang, S. Wilson. 3. Co-operation, Counseling and Reflective Practice: Swiss Induction Programs
S. Raizen, M.A. Huntley, E. Britton. 4. Help in Every Direction: Supporting Beginning Science Teachers in New Zealand
E. Britton, S. Raizen, M.A. Huntley. 5. Being and Becoming a Mathematics Teacher: Ambiguisties in Teacher "Formation" in France
D. Pimm, D. Chazan, L. Paine. 6. Guiding the New Teacher: Induction of First-Year Teachers in Japan
M. Padilla, J. Riley. 7. Making Sense of Induction: Looking Across International Cases. Appendices: A: Notes on Data Collection. B: Swiss Induction Practices by Canton. C: The French Memoire professionel. Notes by Chapter. Glossary of Terms. References. Book Contributors and Project Advisors. Index.

巻冊次: : pbk ISBN 9781402011481

内容説明

Based on a three-year study, the authors describe how comprehensive teacher induction systems can both provide teacher support and promote learning more about how to teach. This book calls for re-thinking what teacher induction is about, whom it should serve, what the 'curriculum' of induction should be, and the policies, programs, and practices needed to deliver it.

Preface. 1. Introduction. 2. Entering a Culture of Teaching: Teacher Induction in Shanghai
L. Paine, Yanping Fang, S. Wilson. 3. Co-operation, Counseling and Reflective Practice: Swiss Induction Programs
S. Raizen, M.A. Huntley, E. Britton. 4. Help in Every Direction: Supporting Beginning Science Teachers in New Zealand
E. Britton, S. Raizen, M.A. Huntley. 5. Being and Becoming a Mathematics Teacher: Ambiguisties in Teacher 'Formation' in France
D. Pimm, D. Chazan, L. Paine. 6. Guiding the New Teacher: Induction of First-Year Teachers in Japan
M. Padilla, J. Riley. 7. Making Sense of Induction: Looking Across International Cases. Appendices: A: Notes on Data Collection. B: Swiss Induction Practices by Canton. C: The French Memoire professionel. Notes by Chapter. Glossary of Terms. References. Book Contributors and Project Advisors. Index.

「Nielsen BookData」より

Comprehensive teacher induction

著者

書誌事項

大学図書館所蔵全7件

この図書・雑誌をさがす

注記

内容説明・目次

詳細情報

書き出し