Comprehensive teacher induction / edited by Edward Britton ... [and others].

Format:

Book

Contributor:

Britton, Edward D.

Language:

English

Subjects (All):

Teacher orientation--Cross-cultural studies.

Teacher orientation.

Genre:

Cross-cultural studies.

Physical Description:

xiv, 404 pages : illustrations ; 25 cm

Other Title:

Subtitle on cover: Systems for early career learning

Place of Publication:

Dordrect ; Boston : Kluwer Academic Publishers, [2003]

Contents:

1. Case studies within countries 6

2. Case-study methods 8

3. Book conventions and organization 14

4. Some opening thoughts 19

Chapter 2 Entering a Culture of Teaching 20

1. Starting up: induction through the eyes of Teacher Li Mei 20

2. Exploring Shanghai as a system for teacher induction 24

3. Experiences that guide the beginner: induction as a varied process supporting core goals 38

4. Acquiring the wisdom of practice: learning with and through curriculum materials 50

5. Talk as a medium for induction: immersion in public conversation about and scrutiny of teaching 58

6. Multiple stakeholders supporting common goals: building variation into a system 69

Chapter 3 Co-operation, Counseling and Reflective Practice 83

1. Supporting the first two years of teaching 83

2. The general study context 91

3. Teacher education 93

4. Who is a beginning teacher? The job market for teachers 103

5. Responsibilities of middle-school teachers 105

6. Swiss induction: individual and professional growth go together 109

7. The training of counselors and mentors: not just experienced teachers 130

8. Research and evaluation: making a system reflective 133

9. A summary of main induction features 136

Chapter 4 Help in Every Direction 141

2. The national context for local teacher induction 146

3. Expectations and resources for teaching the science curriculum 160

4. Diverse support providers: a repertoire of support activities 168

5. Enabling factors supporting induction within the culture of the educational system 184

6. A summary of New Zealand's main induction features 186

Chapter 5 Being and Becoming a Mathematics Teacher 194

1. 'One foot in the classroom': a week in the life of a stagiaire teacher 196

2. A brief interlude on two key terms 200

3. Some observations about the system of national education in France 203

4. How to become a mathematics teacher 213

5. Settings and occasions for stagiaire learning 218

6. Some specific elements of the mathematics teaching terrain 237

7. Looking more generally 244

8. What is valued by the system 258

Chapter 6 Guiding the New Teacher 261

1. Yoko Matsubara's first year 261

2. An overview of Japan's educational system 265

3. Pre-service teacher preparation in Japan 267

4. Becoming a teacher 270

5. Characteristics of today's beginning teacher induction training program 275

6. Program evaluation and the politics of induction 293

Chapter 7 Making Sense of Induction 296

1. Why induction? 299

2. Whom does induction serve? Who is (or gets to be) a new teacher? 314

3. What is induction? What is the 'curriculum of induction'? 318

4. Who provides the needed knowledge and activities? Whose knowledge is it? Where does it reside? 324

5. Induction as complex systems: articulation and co-ordination 327

6. Some concluding thoughts 331

A Notes on Data Collection 337

B Swiss Induction Practices by Canton 351

C The French Memoire Professionel 357.

Notes:

Includes bibliograhical references (pages 386-394) and index.

ISBN:

1402011474

1402011482

OCLC:

51479203