A multifaceted approach to teacher induction

被引：62

作者：

Bickmore, Dana L. ^{[1
]}

Bickmore, Steven T. ^{[1
]}

机构：

[1] Univ Georgia, Doctoral Student Middle Sch Educ, Athens, GA 30602 USA

来源：

TEACHING AND TEACHER EDUCATION | 2010年 / 26卷 / 04期

关键词：

Teacher induction; Teacher mentoring; Teacher collaboration; RETENTION;

D O I：

10.1016/j.tate.2009.10.043

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers. (c) 2009 Elsevier Ltd. All rights reserved.

引用

页码：1006 / 1014

页数：9