Teacher Induction and Mentoring

Supporting Beginning Teachers

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Éditeur :

Palgrave Macmillan


Paru le : 2022-01-01



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Description

This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.
Pages
293 pages
Collection
n.c
Parution
2022-01-01
Marque
Palgrave Macmillan
EAN papier
9783030798321
EAN PDF
9783030798338

Informations sur l'ebook
Nombre pages copiables
2
Nombre pages imprimables
29
Taille du fichier
4547 Ko
Prix
137,14 €
EAN EPUB
9783030798338

Informations sur l'ebook
Nombre pages copiables
2
Nombre pages imprimables
29
Taille du fichier
5417 Ko
Prix
137,14 €

Juanjo Mena is an associate professor in the Department of Education at the University of Salamanca, Spain. He is also an affiliate professor at the University of British Columbia, Canada, and research collaborator at Kazan Federal University, Russia.

Anthony Clarke spent a number of years as a classroom teacher in Australia before working with beginning teachers, classroom teachers, and university instructors as a professor at the University of British Columbia in Canada. His current interests include practicum mentoring, teacher inquiry, and schooling in comparative perspective.

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