Overview of Three Teacher Induction Schemes and Theoretical Rationale for the Research Design.
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| Title: | Overview of Three Teacher Induction Schemes and Theoretical Rationale for the Research Design. |
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| Language: | English |
| Authors: | Butler, E. Dean, James, Terry L. |
| Peer Reviewed: | N |
| Page Count: | 17 |
| Publication Date: | 1987 |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Beginning Teachers, Experiential Learning, Higher Education, Mentors, Preservice Teacher Education, Program Development, Program Effectiveness, Program Evaluation, Teacher Interns, Teacher Orientation |
| Abstract: | An overview is presented of a research symposium that was structured to present a summary of major findings relative to the assessment of three teacher preparation-induction strategies implemented at Memphis State University during the 1986-87 academic year. Papers presented in the symposium summarized selected program features and addressed the research design, data collection strategies, and findings related to one study conceptualized within a comprehensive assessment of programs implemented in the second year of operating the university's Center of Excellence in Teacher Education. In this overview, summaries are given of the characteristics of the three fifth-year internship programs. The programs are based on different rationales and designs, and reflect distinct conceptual strategies of teacher preparation and induction. Twenty-one references are cited. (JD) |
| Entry Date: | 1988 |
| Accession Number: | ED291723 |
| Database: | ERIC |
| Abstract: | An overview is presented of a research symposium that was structured to present a summary of major findings relative to the assessment of three teacher preparation-induction strategies implemented at Memphis State University during the 1986-87 academic year. Papers presented in the symposium summarized selected program features and addressed the research design, data collection strategies, and findings related to one study conceptualized within a comprehensive assessment of programs implemented in the second year of operating the university's Center of Excellence in Teacher Education. In this overview, summaries are given of the characteristics of the three fifth-year internship programs. The programs are based on different rationales and designs, and reflect distinct conceptual strategies of teacher preparation and induction. Twenty-one references are cited. (JD) |
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