Crossing the Border From Preservice to Inservice Science Teacher
Research-Based Induction as Professional Development
Seiten
2024
Information Age Publishing (Verlag)
979-8-88730-774-9 (ISBN)
Information Age Publishing (Verlag)
979-8-88730-774-9 (ISBN)
This RISE volume explores strategies to induct and retain new science teachers, emphasizing professional development. It covers methods like teacher reflection, leadership, collaboration, identity strengthening, and PLC involvement. The book highlights successful approaches to develop high-quality teachers and improve student learning.
This RISE volume examines various approaches researchers have used to induct new teachers and mitigate the high turnover rates. Crossing the Border From Preservice to Inservice Science Teacher: Research-Based Induction as Professional Development offers readers various tested strategies for supporting and retaining early-career science teachers. Some of the common tested effective strategies involve increasing teacher reflection, fostering teacher leadership, developing collegial collaboration, strengthen teacher identity, introducing PLC involvement in both preservice and inservice settings, expanding IHE teacher preparation to more deeply include classroom teachers, using graduate coursework to introduce induction PD and longterm follow-up of early career teachers. The contributing authors explain different approaches successfully implemented in various settings and their impact on developing high-quality teachers with the self-efficacy to positively impact student learning. The ideas provided in the volume can be replicated in-part and whole in other settings with the potential for similar results.
This RISE volume examines various approaches researchers have used to induct new teachers and mitigate the high turnover rates. Crossing the Border From Preservice to Inservice Science Teacher: Research-Based Induction as Professional Development offers readers various tested strategies for supporting and retaining early-career science teachers. Some of the common tested effective strategies involve increasing teacher reflection, fostering teacher leadership, developing collegial collaboration, strengthen teacher identity, introducing PLC involvement in both preservice and inservice settings, expanding IHE teacher preparation to more deeply include classroom teachers, using graduate coursework to introduce induction PD and longterm follow-up of early career teachers. The contributing authors explain different approaches successfully implemented in various settings and their impact on developing high-quality teachers with the self-efficacy to positively impact student learning. The ideas provided in the volume can be replicated in-part and whole in other settings with the potential for similar results.
| Erscheinungsdatum | 28.09.2024 |
|---|---|
| Reihe/Serie | Research in Science Education |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 546 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-13 | 979-8-88730-774-9 / 9798887307749 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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