New Teachers' Network: A University-Based Support System for Educators in Urban and Suburban "Ethnic Minority" School Districts

Autor/inn/en	Hines, S. Maxwell; Murphy, Maureen; Pezone, Michael; Singer, Alan; Stacki, Sandra L.
Titel	New Teachers' Network: A University-Based Support System for Educators in Urban and Suburban "Ethnic Minority" School Districts
Quelle	In: Equity & Excellence in Education, 36 (2003) 4, S.300-307 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Teaching Methods; Teaching (Occupation); Teacher Characteristics; Discourse Communities; Classrooms; Teacher Education Programs; Preservice Teachers; Mentors; Preservice Teacher Education; Classroom Techniques; Interprofessional Relationship; Beginning Teacher Induction; Urban Schools; Suburban Schools; Minority Group Children; Teacher Persistence; Teacher Recruitment; Professional Isolation; Networks; New York + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching; Lehrberuf; Classroom; Klassenraum; Lehramtsstudiengang; Lehrerausbildung; Klassenführung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Lehrerrekrutierung
Abstract	The Hofstra University New Teachers' Network offers a multifaceted approach to university-based support for new teachers that also enhances the experience of students in its preservice teacher education program. This model is rooted in relationships that develop during preservice teacher education programs and has been successful at recruiting and sustaining new teachers for inner-city urban and suburban minority schools. It is separate from district and school-based teacher development programs connected to hierarchical systems of supervision and bureaucratic constraints. It is maintained through interconnections between university and secondary school classrooms, peer mentoring, regular support meetings, conferences, e-mail contact, and involvement in professional activities. The model recognizes the significance of teacher learning, the creation of teacher knowledge, the situational and social nature of cognition, and the importance of discourse communities in shaping learning experiences that are powerful enough to transform a teacher's classroom practice. At its core is recognition of the vital role played by long term supportive relationships among teachers and among teachers and mentors in the process of teacher development. The university professors, new teachers, and mentors who are part of the Hofstra University New Teachers' Network believe this program offers real possibilities for strengthening the teaching profession and improving the quality of education in urban and minority schools. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10