A Study of Probationer Teachers. Interchange, No. 14.

Autor/inn/en	Draper, Janet; und weitere
Institution	Scottish Council for Research in Education.
Titel	A Study of Probationer Teachers. Interchange, No. 14.
Quelle	(1992), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Role; Beginning Teacher Induction; Beginning Teachers; Developmental Continuity; Elementary Secondary Education; Feedback; Foreign Countries; Higher Education; Information Needs; Inservice Teacher Education; Interviews; National Surveys; Preservice Teacher Education; School Policy; Teacher Attitudes; Teacher Evaluation; Teacher Role; Teaching Experience; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Entwicklungsprozess; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Information need; Informationsbedürfnis; Lehrerfortbildung; Interviewing; Interviewtechnik; Lehramtsstudiengang; Lehrerausbildung; Schulpolitik; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Lehrerrolle
Abstract	A 3-year research project commissioned in 1988 investigated Scottish probationer teachers' views of five aspects of their experience: initial training, recruitment and selection, induction, support, and assessment. Interviews and questionnaires were used to collect the views of 250 probationer teachers, their headteachers, other school staff, local authority staff, teacher trainers, and the General Teaching Council. End-of-course student profiles and interim and final reports on probationers were also analyzed. The research identified three major areas for action: the improvement of continuity between training and early experience in a teaching post; the clarification of roles and functions of those involved with probation; and the provision of timely information and useful feedback to enhance induction and professional development. It is concluded that what is needed by probationer teachers includes: enough information on policies and procedures to avoid serious early mistakes; help in becoming acquainted with staff and the community context; basic provision of resources; opportunities for feedback and staff development; and support from staff who have been briefed in the likely needs of probationers. (JDD)
Anmerkungen	SOED Dissemination Officer, Scottish Council for Research in Education, 15 St. John Street, Edinburgh, Scotland EH8 8JR, United Kingdom (limited number of copies available upon request).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC