Literaturnachweis - Detailanzeige
| Autor/in | Paese, Paul C. |
|---|---|
| Titel | Impact of Professional Development Schools: Pre-Service through Induction. |
| Quelle | In: Action in Teacher Education, 25 (2003) 1, S.83-88Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0162-6620 |
| Schlagwörter | Beginning Teachers; College School Cooperation; Elementary Education; Higher Education; Labor Turnover; Partnerships in Education; Preservice Teacher Education; Professional Development Schools; Student Teachers; Student Teaching; Teacher Effectiveness Junior teacher; Junglehrer; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg |
| Abstract | Examined elementary preservice professional development school (PDS) preparation and subsequent entry/retention in teaching. Data on PDS and non-PDS students prior to and during traditional and PDS student teaching indicated no significant differences between the groups prior to student teaching, but significant differences in favor of the Total-PDS group at the end of student teaching regarding role preparedness, personal teacher efficacy, and general teacher efficacy. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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