Literaturnachweis - Detailanzeige
Autor/in | Murray, Jean |
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Titel | Re-Addressing the Priorities: New Teacher Educators and Induction into Higher Education |
Quelle | In: European Journal of Teacher Education, 28 (2005) 1, S.67-85 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0261-9768 |
Schlagwörter | Articulation (Education); Higher Education; Tutors; Teacher Educators; Foreign Countries; Knowledge Level; Knowledge Base for Teaching; Teacher Orientation; Theory Practice Relationship; Academic Rank (Professional); Praxis Series Articulation; Artikulation (Ling); Artikulation; Aussprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Förderlehrer; Lehrender; Tutor; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Theorie-Praxis-Beziehung |
Abstract | This article draws on research involving 28 teacher educators in the first 3 years of their careers in the English higher education sector. It discusses the areas of tension they found in making the transition from teaching in the school sector to working in universities, the priorities they identified for their induction and the induction structures and processes available to support them. Previous research on teacher educator induction has identified the need for more consistent and thorough structures. However, the findings of this study show that the current structures and procedures often do not meet the tutors' needs. Overall there is little articulation between different modes of induction, with most tutors still dependent on learning through practice, supplemented by informal "apprenticeship" modes of learning. The article concludes with a discussion of issues and future developments. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |