Beginning Teachers' Induction in Chile: The Perspective of Principals

Autor/in	Flores, Catherine
Titel	Beginning Teachers' Induction in Chile: The Perspective of Principals
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 5, S.520-533 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1355032
Schlagwörter	Beginning Teacher Induction; Case Studies; Foreign Countries; Principals; Administrator Attitudes; Preservice Teacher Education; Administrator Role; Beginning Teachers; Teacher Education Programs; Focus Groups; Teacher Administrator Relationship; Preservice Teachers; Interviews; Chile + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; Principal; Schulleiter; Lehramtsstudiengang; Lehrerausbildung; Junior teacher; Junglehrer; Interviewing; Interviewtechnik
Abstract	This case study investigated the role of school principals in the induction of beginning teachers in Copiapó, Chile. Building upon group and individual interviews, and review of extant literature, the following findings were established: (a) principals in this study expect beginning teachers to be fully formed as classroom teachers; (b) principals were unlikely to talk about induction practices that might help beginning teachers to learn pedagogical strategies for classrooms; and (c) principals' induction practices focused on the symbolic role that principals play as the highest authority within the school which has little practical influence on helping beginning teachers to develop their pedagogy. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01