Comprehensive Teacher Induction: Systems for Early Career Learning - Softcover

Britton, E.D.; Paine, L.; Raizen, S.

Softcover

ISBN 10: 1402011482 ISBN 13: 9781402011481

Publisher: Springer, 2003

Synopsis

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.

About this title

Synopsis

What does it take to meet the wide-ranging needs of beginning teachers? Based on a three-year study, the authors describe how comprehensive teacher induction systems can not only provide teacher support but also promote learning more about how to teach. For the past 10 to 25 years, induction programs in Shanghai, France, Japan, New Zealand, and Switzerland have provided well-funded induction support that reaches all beginning teachers, incorporates multiple sources of support, typically lasts two or more years, and goes beyond survival skills to promoting learning about teaching. With National Science Foundation funding and under the auspices of WestEd's National Center for Improving Science Education and Michigan State University, researchers conducted in-depth case studies of induction programs. They particularly focused on novice mathematics and science teachers. This resulting book calls for re-thinking what teacher induction is about, whom it should serve, what the "curriculum" of induction should be, and the policies, programs, and practices needed to deliver it.

About the Author

Lynn Sharp Paine, D.Phil., J.D., is a John G. McLean Professor and at the Harvard Business School. She is a member of The Conference Board's Blue-Ribbon Commission on Public Trust and Private Enterprise, and consults to companies worldwide on leadership and values. Her articles have appeared in "Harvard Business Review "and other major business journals, and she is the author of the casebook "Leadership, Ethics, and Organizational Integrity."

Edition details

• Publisher: Springer
• Publication date: 2003
• ISBN 10: 1402011482
• ISBN 13: 9781402011481
• Binding: Paperback
• Language: English
• Number of pages: 418