Comprehensive Teacher Induction : Systems for Early Career Learning - E.D. Britton

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Comprehensive Teacher Induction

Systems for Early Career Learning

By: E.D. Britton, S. Raizen, L. Paine

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Paperback | 30 June 2003

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420 Pages

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23.3 x 16.0 x 2.4

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This book provides a detailed examination of how systems located within five countries shape the early career learning of beginning teachers. It describes, discusses and analyzes comprehensive teacher induction found within France, Japan, New Zealand, Shanghai and Switzerland. We refer to the phenomena we observed as induction 'systems' because they are am- tious, substantial and established: all beginning teachers in these various locales are served; there are no unfunded mandates; these systems have been in place for 10-25 years. Nevertheless, they are still evolving, und- going review and change - they are dynamic systems. While sharing such similarities, these systems also present striking contrasts in their purposes, policies, program design and the specific activities that constitute them. These induction systems operate within countries having both centr- ized and decentralized education systems, and within large jurisdictions as well as smaller ones. Although we primarily looked at beginning mathe- tics and science teachers of the lower secondary grades, many aspects are relevant to novice teachers of all school subjects at these grade levels, and some structures and insights are germane to the induction of elementary teachers as well.

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Non-Fiction Education Higher & Further Education Teacher Training Society & Culture Social Groups Ethnic Studies Teaching Skills & Techniques Teaching of a Specific Subject Science Science in General

Preface	p. xi
Introduction	p. 1
Case studies within countries	p. 6
Case-study methods	p. 8
Book conventions and organization	p. 14
Some opening thoughts	p. 19
Entering a Culture of Teaching	p. 20
Starting up: induction through the eyes of Teacher Li Mei	p. 20
Exploring Shanghai as a system for teacher induction	p. 24
Experiences that guide the beginner: induction as a varied process supporting core goals	p. 38
Acquiring the wisdom of practice: learning with and through curriculum materials	p. 50
Talk as a medium for induction: immersion in public conversation about and scrutiny of teaching	p. 58
Multiple stakeholders supporting common goals: building variation into a system	p. 69
Conclusion	p. 79
Co-operation, Counseling and Reflective Practice	p. 83
Supporting the first two years of teaching	p. 83
The general study context	p. 91
Teacher education	p. 93
Who is a beginning teacher? The job market for teachers	p. 103
Responsibilities of middle-school teachers	p. 105
Swiss induction: individual and professional growth go together	p. 109
The training of counselors and mentors: not just experienced teachers	p. 130
Research and evaluation: making a system reflective	p. 133
A summary of main induction features	p. 136
Help in Every Direction	p. 141
Introduction	p. 141
The national context for local teacher induction	p. 146
Expectations and resources for teaching the science curriculum	p. 160
Diverse support providers: a repertoire of support activities	p. 168
Enabling factors supporting induction within the culture of the educational system	p. 184
A summary of New Zealand's main induction features	p. 186
Being and Becoming a Mathematics Teacher	p. 194
'One foot in the classroom': a week in the life of a stagiaire teacher	p. 196
A brief interlude on two key terms	p. 200
Some observations about the system of national education in France	p. 203
How to become a mathematics teacher	p. 213
Settings and occasions for stagiaire learning	p. 218
Some specific elements of the mathematics teaching terrain	p. 237
Looking more generally	p. 244
What is valued by the system	p. 258
Guiding the New Teacher	p. 261
Yoko Matsubara's first year	p. 261
An overview of Japan's educational system	p. 265
Pre-service teacher preparation in Japan	p. 267
Becoming a teacher	p. 270
Characteristics of today's beginning teacher induction training program	p. 275
Program evaluation and the politics of induction	p. 293
Concluding remarks	p. 295
Making Sense of Induction	p. 296
Why induction?	p. 299
Whom does induction serve? Who is (or gets to be) a new teacher?	p. 314
What is induction? What is the 'curriculum of induction'?	p. 318
Who provides the needed knowledge and activities? Whose knowledge is it? Where does it reside?	p. 324
Induction as complex systems: articulation and co-ordination	p. 327
Some concluding thoughts	p. 331
Appendices
Notes on Data Collection	p. 337
Swiss Induction Practices by Canton	p. 351
The French Memoire Professionel	p. 357
Notes by Chapter	p. 364
Glossary of Terms	p. 376
References	p. 386
Book Contributors and Project Advisors	p. 395
Index	p. 399
Table of Contents provided by Rittenhouse. All Rights Reserved.

Comprehensive Teacher Induction

Systems for Early Career Learning

At a Glance

Paperback

Shipping

How to return your order

Defective items

You Can Find This Book In

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