Teacher Induction Programs for Beginning CTE Teachers. In Brief: Fast Facts for Policy and Practice.

Autor/in	Wonacott, Michael E.
Institution	National Dissemination Center for Career and Technical Education, Columbus, OH.
Titel	Teacher Induction Programs for Beginning CTE Teachers. In Brief: Fast Facts for Policy and Practice.
Quelle	(2002), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Teacher Certification; Beginning Teacher Induction; Beginning Teachers; Continuing Education; Definitions; Educational Needs; Educational Policy; Educational Research; Feedback; Guidelines; Models; Needs Assessment; Policy Formation; Postsecondary Education; Professional Development; Program Content; Program Design; Program Development; Socialization; Teacher Education; Teacher Supervision; Teaching Experience; Vocational Education + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Weiterbildung; Begriffsbestimmung; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Richtlinien; Analogiemodell; Bedarfsermittlung; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Programmgestaltung; Programme design; Programmaufbau; Programmplanung; Socialisation; Sozialisation; Lehrerausbildung; Lehrerbildung; Ausbildung; Berufsbildung
Abstract	Teaching is a very difficult field to master, and the challenges faced by beginning career and technical education (CTE) teachers are especially great. Teacher induction, which usually takes 5-6 years, is the total of all the teacher's experiences from the moment the first teaching contract is signed until the teacher is comfortably established as a competent, effective, professional teacher. Well-designed teacher induction programs can improve teacher competence, performance, and effectiveness by providing the following items: (1) ongoing personal support, assessment, and feedback; (2) continuing education that builds on preservice education; and (3) positive socialization into the profession. Research has identified the following categories of "induction detractors" (problems, concerns, experiences, and challenges) faced by beginning teachers: internal; pedagogy; curriculum; program; student; peer; system; and community. Research has also identified 26 topics in the 8 categories that should be emphasized in CTE teacher induction programs. Although traditionally and alternatively certified beginning CTE teachers have many induction needs in common, research has revealed nine areas in which alternatively certified CTE teachers need extra assistance during their first year. Studies have also identified actions that policymakers can take to optimize beginning CTE teachers' experience and 11 components that can be combined into a comprehensive teacher induction program. (MN)
Anmerkungen	For full text: http://www.nccte.org/publications/infosynthesis/in-brief/in- brief 19/index.asp. For full text: http://www.nccte.org/publications/infosynthesis/in-brief/in- brief 19/inbrief19-teacherinduction.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC