Literaturnachweis - Detailanzeige
| Autor/inn/en | Soares, Allan; Lock, Roger; Foster, Julie |
|---|---|
| Titel | Induction: The Experiences of Newly Qualified Science Teachers |
| Quelle | In: Journal of Education for Teaching: International Research and Pedagogy, 34 (2008) 3, S.191-206 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-7476 |
| Schlagwörter | Focus Groups; Foreign Countries; Science Teachers; Beginning Teacher Induction; Beginning Teachers; Questionnaires; Interviews; Mentors; Teacher Attitudes; Observation; Time; Teaching Skills; United Kingdom (England) |
| Abstract | This research focused on the induction year entitlement in England, with particular reference to timetable, formal assessment meetings, lesson observations and provision of an induction tutor and a named external contact. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analysed from three consecutive cohorts of newly qualified science teachers (2003-2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority. Implications for the induction of all newly qualified teachers, irrespective of their subject area, school and policy-makers, are identified. (Contains 11 tables.) (As Provided). |
| 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/default.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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