Literaturnachweis - Detailanzeige
| Autor/in | Thompson, Ashleigh |
|---|---|
| Titel | Activating a Collective Response to Supporting Teacher Pathways |
| Quelle | In: New Educator, 19 (2023) 3, S.175-181 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-688X |
| DOI | 10.1080/1547688X.2023.2232423 |
| Schlagwörter | Teacher Shortage; Preservice Teachers; Beginning Teachers; Career Pathways; Teacher Supply and Demand; Diversity (Faculty); College Faculty; Faculty Mobility; Partnerships in Education; New York (New York) |
| Abstract | Problematizing the notion of teacher shortage, the author asserts the complexity of intersecting systems that impact teacher pathways and school staffing. By assuming a collective responsibility for supporting teachers from pre-service into in-service roles, stakeholders can work across these systems to enact local solutions. Data from the City University of New York--a large public, urban university system--are presented to explore multiple issues impacting teacher pipelines. Support strategies and examples involve higher education, public school districts, state government and other partners. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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