Induction of Teachers into 21st Century Learning Communities: Creating the Next Generation of Educational Practice

Autor/in	Carroll, Thomas G.
Titel	Induction of Teachers into 21st Century Learning Communities: Creating the Next Generation of Educational Practice
Quelle	In: New Educator, 1 (2005) 3, S.199-204 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
Schlagwörter	Stellungnahme; Educational Quality; Educational Practices; Teaching Methods; Teacher Qualifications; Teacher Orientation; Teacher Effectiveness; Recruitment; Educational Change; Teacher Education; Mentors; Academic Achievement; Partnerships in Education; Professional Development; Labor Turnover; Maine; Washington + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrqualifikation; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Recruiting; Rekrutierung; Bildungsreform; Lehrerausbildung; Lehrerbildung; Schulleistung; Hochschulpartnerschaft
Abstract	Every child deserves a quality education. Providing competent, caring, qualified teachers in schools organized for success is the way to get there, but the devil is in the details. By tinkering on the edges, adopting piecemeal approaches to attracting, supporting, and retaining highly qualified teachers for the students who need them most, the National Commission on Teaching and America's Future (NCTAF) perpetuates an obsolete school model that no longer meets the needs of 21st century learners. This commentary discusses how the NCTAF is working to break the mold of today's factory era schools, where isolated teachers work in solo practice. Its vision is different: schools must be learning communities, places where teachers and students together create, share and master knowledge. It all begins with a strong start, when teachers first enter the classroom. A new approach to induction sets the model in motion. (Contains 2 footnotes.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10