dc.contributor.author |
Langdon, Frances |
en |
dc.date.accessioned |
2011-11-23T21:43:20Z |
en |
dc.date.accessioned |
2015-02-19T02:31:38Z |
en |
dc.date.issued |
2011-04 |
en |
dc.identifier.citation |
Professional Development in Education, 2011, 37 (2), pp. 241 - 258 (18) |
en |
dc.identifier.issn |
1941-5257 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/24585 |
en |
dc.description.abstract |
Presented is a cross analysis of seven case studies to show how induction and mentoring worked to shift beginning teachers from a focus on survival and self to student learning. Stage teacher development theories have influenced the support given to beginning teachers, therefore induction tends to prioritise classroom and stress management. This results in lowered expectations to focus on student learning while proficiency in the mechanics of teaching is developed. Yet students in beginning teacher classes are expected to learn at a similar rate as those in the classrooms of experienced teachers. Consequently, there exists a tension between managing the complexity of becoming a teacher and student learning. It is argued in this paper that it is not a case of either/or but that beginning teacher induction should provide support for classroom management, survival, and an early expectation that beginning teachers will focus on developing expertise to progress student learning. |
en |
dc.publisher |
Taylor and Francis |
en |
dc.relation.ispartofseries |
Professional Development in Education |
en |
dc.relation.replaces |
http://hdl.handle.net/2292/9524 |
en |
dc.relation.replaces |
2292/9524 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1941-5257/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Shifting perception and practice: New Zealand beginning teacher induction and mentoring as a pathway to expertise |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1080/19415257.2010.509658 |
en |
pubs.issue |
2 |
en |
pubs.begin-page |
241 |
en |
pubs.volume |
37 |
en |
dc.description.version |
AM - Accepted Manuscript |
en |
dc.rights.holder |
Copyright:
Taylor and Francis |
en |
pubs.end-page |
258 |
en |
pubs.publication-status |
Published |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
153204 |
en |
dc.identifier.eissn |
1941-5265 |
en |
pubs.record-created-at-source-date |
2010-09-27 |
en |