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Teacher Educators and Induction to Teaching: Challenges to New Alliances Based on the Kentucky Teacher Internship Program |
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Abstract:
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We will discuss the teacher educator role in Kentucky's induction program and what it suggests about efforts to involve higher education faculty in front-line support for teachers. |
Most Common Document Word Stems:
teacher (62), educ (37), induct (20), program (17), new (15), school (12), ktip (12), involv (11), kentucki (11), teach (10), support (9), base (8), state (7), nation (7), 1996 (7), provid (7), faculti (7), committe (7), effect (6), suggest (6), allianc (6), |
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Association:
Name: American Association of Colleges for Teacher Education
URL: http://www.aacte.org
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Citation:
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MLA Citation:
| Clements, Steve. and Jones, Denise. "Teacher Educators and Induction to Teaching: Challenges to New Alliances Based on the Kentucky Teacher Internship Program" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Jan 26, 2006 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p36226_index.html> |
APA Citation:
| Clements, S. and Jones, D. , 2006-01-26 "Teacher Educators and Induction to Teaching: Challenges to New Alliances Based on the Kentucky Teacher Internship Program" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education Online <PDF>. 2009-05-25 from http://www.allacademic.com/meta/p36226_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: We will discuss the teacher educator role in Kentucky's induction program and what it suggests about efforts to involve higher education faculty in front-line support for teachers. |
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| Document Type: |
PDF |
| Page count: |
3 |
| Word count: |
1318 |
| Text sample: |
| Teacher Educators and Induction to Teaching: Challenges to New Alliances based on the Kentucky Teacher Internship Program Section I: A. The Issue… Two dynamics are currently at play in the teacher preparation arena that will propel teacher educators to become more involved over the coming years with the work of their graduates in school settings. The first is the growing recognition of the need for high quality induction experiences for all new teachers to reduce attrition and provide support |
| Division of Professional Learning and Assessment 2002. National Commission on Teaching and America's Future (NCTAF) (1996). What matters most: Investing in Quality Teaching. New York: Author Teachers College Columbia University. NEA Foundation for the Improvement of Education (2002). Using data to improve teacher induction programs. http://www.nfie.org/publications/inductionib.pdf National Teacher Policy Institute (2000). What matters most: Improving student achievement. New York: The Teachers Network. U.S. Department of Education. National Center for Education Statistics (NCES) (1996). Out of the lecture hall and |
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