9781402011481

Comprehensive Teacher Induction

by ; ; ;
  • ISBN13:

    9781402011481

  • ISBN10:

    1402011482

  • Format: Paperback
  • Copyright: 2003-07-01
  • Publisher: Kluwer Academic Pub

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Supplemental Materials

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Summary

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. 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.

Table of Contents

Preface xi
Audiences
xiii
Acknowledgements
xiii
Chapter 1: Introduction 1(19)
1. Case studies within countries
6(2)
2. Case-study methods
8(6)
3. Book conventions and organization
14(5)
4. Some opening thoughts
19(1)
Chapter 2: Entering a Culture of Teaching 20(63)
1. Starting up: induction through the eyes of Teacher Li Mei
20(4)
2. Exploring Shanghai as a system for teacher induction
24(14)
3. Experiences that guide the beginner: induction as a varied process supporting core goals
38(12)
4. Acquiring the wisdom of practice: learning with and through curriculum materials
50(8)
5. Talk as a medium for induction: immersion in public conversation about and scrutiny of teaching
58(11)
6. Multiple stakeholders supporting common goals: building variation into a system
69(10)
7. Conclusion
79(4)
Chapter 3: Co-operation, Counseling and Reflective Practice 83(58)
1. Supporting the first two years of teaching
83(8)
2. The general study context
91(2)
3. Teacher education
93(10)
4. Who is a beginning teacher? The job market for teachers
103(2)
5. Responsibilities of middle-school teachers
105(4)
6. Swiss induction: individual and professional growth go together
109(21)
7. The training of counselors and mentors: not dust experienced teachers
130(3)
8. Research and evaluation: making a system reflective
133(3)
9. A summary of main induction features
136(5)
Chapter 4: Help in Every Direction 141(53)
1. Introduction
141(5)
2. The national context for local teacher induction
146(14)
3. Expectations and resources for teaching the science curriculum
160(8)
4. Diverse support providers: a repertoire of support activities
168(16)
5. Enabling factors supporting induction within the culture of the educational system
184(2)
6. A summary of New Zealand's main induction features
186(8)
Chapter 5: Being and Becoming a Mathematics Teacher 194(67)
1. 'One foot in the classroom': a week in the life of a stagiaire teacher
196(4)
2. A brief interlude on two key terms
200(3)
3. Some observations about the system of national education in France
203(10)
4. How to become a mathematics teacher
213(5)
5. Settings and occasions for stagiaire learning
218(19)
6. Some specific elements of the mathematics teaching terrain
237(7)
7. Looking more generally
244(14)
8. What is valued by the system
258(3)
Chapter 6: Guiding the New Teacher 261(35)
1. Yoko Matsubara's first year
261(4)
2. An overview of Japan's educational system
265(2)
3. Pre-service teacher preparation in Japan
267(3)
4. Becoming a teacher
270(5)
5. Characteristics of today's beginning teacher induction training program
275(18)
6. Program evaluation and the politics of induction
293(2)
7. Concluding remarks
295(1)
Chapter 7: Making Sense of Induction 296
1. Why induction?
299(15)
2. Whom does induction serve? Who is (or gets to be) a new teacher?
314(4)
3. What is induction? What is the 'curriculum of induction'?
318(6)
4. Who provides the needed knowledge and activities? Whose knowledge is it? Where does it reside?
324(3)
5. Induction as complex systems: articulation and co-ordination
327(4)
6. Some concluding thoughts
331

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