A multifaceted approach to teacher induction
A multifaceted approach to teacher induction
复制标题
教师入职培训的多方面方法
DOI：
10.1016/j.tate.2009.10.043
复制
发表时间：
2010
影响因子：
3.9
通讯作者：
Steven T. Bickmore
中科院分区：
文献类型：
--
作者：
Dana L. Bickmore;Steven T. Bickmore
本研究的目的是透过新教师、导师教师和校长三个参与群体的感知，来确定两所中学入门课程各组成部分的实施和有效性。有效性被定义为嵌入健康学校氛围的系统过程，以满足新教师的个人和专业需求。数据表明，导入项目的各个要素——校长与新教师的互动；指导教师;协作结构;专业发展;新教师定位——满足新教师的不同需求。这种多方面的方法似乎有效地支持了新教师。
The purpose of this study was to determine the implementation and effectiveness of the components of two middle school induction programs through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Effectiveness was defined as a systematic processes embedded in a healthy school climate that met new teachers' personal and professional needs. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher. This multifaceted approach appeared to effectively support new teachers.