Literaturnachweis - Detailanzeige
| Autor/in | Olebe, Margaret |
|---|---|
| Titel | Helping New Teachers Enter and Stay in the Profession |
| Quelle | In: Clearing House, 78 (2005) 4, S.158 (6 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| Schlagwörter | Foreign Countries; Teaching (Occupation); Preservice Teacher Education; Beginning Teachers; Mentors; Beginning Teacher Induction; Professional Development; Teacher Persistence; Africa; California; Canada; India; Kenya; Lesotho; Malawi; Mexico; New York; New Zealand; South Africa; Uganda; United Kingdom (England); United Kingdom (Scotland); United States |
| Abstract | This article is a recollection of events as the author began her teaching career. Her first experience was an "alternative route" she claims, since it involved her joining the Peace Corps and accepting a teaching position in Uganda. In the article, she discusses that although the breadth and depth of induction programs vary widely both in the United States and abroad, certain hallmarks prevail. Those hallmarks include: individualized teacher support; professional development activities; and employer-sponsored programs. (ERIC). |
| Anmerkungen | Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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