Beginning Teacher Learning and Induction Effective induction has
the potential to positively influence teacher practice. To date,
beginning teacher induction has generally been investigated in a
fragmented fashion. This book aims to bridge that research gap by
reporting on a holistic investigation into the lived experiences of
beginning teachers, through case study analysis of seven effective
induction programmes. Questions central to the inquiry were: what
were the programmes and practices that supported the professional
development and learning of the beginning teacher? To what extent
did these structures, programmes and practices give meaning to
teacher's practice? How did these meanings inform a particular
construct of the beginning teacher? And finally, what were the
tensions, accommodations and implications for beginning teacher
learning and induction? This multi site collective case study
provides a working theory of effective induction, which will be of
interest to academics, policy makers, students, school leaders and
|Country of origin:
||229 x 152 x 17mm (L x W x T)
||Paperback - Trade
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