Literaturnachweis - Detailanzeige
| Autor/inn/en | Fox, Kathy R.; McNulty, Carol P. |
|---|---|
| Titel | Redefining First-Year Teacher Support |
| Quelle | In: School Administrator, 70 (2013) 1, S.36-42 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-6439 |
| Schlagwörter | Preservice Teacher Education; Teacher Education Programs; Elementary School Students; Preservice Teachers; Teacher Evaluation; Teaching (Occupation); Administrators; Beginning Teachers |
| Abstract | Monique was the kind of student every college professor remembers fondly. She seemed to excel in all areas. She enrolled in additional course work to earn a double academic major, completed an academic honors program for which she received national recognition, earned accolades for her high grade-point average and competed on the university swim team. Upon graduation from her teacher education program, she received multiple job offers and chose to work in a small, urban school district with a diverse population of elementary students who had failed to meet annual yearly progress as defined by No Child Left Behind. She slowly began transforming from a high-achieving preservice teacher to a "flight risk," unsure if she wanted to remain in her chosen field. Ultimately, the authors came to realize that Monique's self-evaluation of her teaching was a determining factor of whether or not she would stay in the field. (ERIC). |
| Anmerkungen | American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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