Comprehensive Teacher Induction: Systems for Early Career Learning
Drawing on a three-year study in France, Japan, New Zealand, Shanghai, and Switzerland, Britton (National Center for Improving Science Education/WestEd) describes how comprehensive teacher induction systems can provide teacher support and promote continuing teacher education. He looks at programs that incorporate multiple sources of support and typically last two or more years, focusing on the experiences of novice mathematics and science teachers in lower secondary grades. The book will be of interest to researchers in education, education leaders, and school system staff. Annotation (c) Book News, Inc., Portland, OR (booknews.com)
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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. For the past 10 to 25 years, induction programs 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 resulting 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.
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