A Review of School-University Partnerships for Successful New Teacher InductionReport as inadecuate




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School-University Partnerships, v7 n1 p35-48 2014

The first few years of teaching are a critical time in the development of expert teaching. However, many universities are missing valuable opportunities to foster diversity and critical thinking by participating in the professional development of new teachers. This literature review explores research into how universities have attempted to support school districts as they work to implement more intensive forms of new teacher induction. The review demonstrates that school-university partnerships have strong potential for connecting theory to practice in meaningful ways in the first years of teaching. The author offers suggestions for implementing successful partnerships for new teacher induction and introduces questions for future research in the field. NAPDS Essentials Addressed: #2/A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; #3/Ongoing and reciprocal professional development for all participants guided by need; #4/A shared commitment to innovative and reflective practice by all participants; #8/Work by college/university faculty and P-12 faculty in formal roles across institutional settings.

Descriptors: Partnerships in Education, Beginning Teacher Induction, Literature Reviews, Theory Practice Relationship, Teacher Attitudes, Mentors, Training, Certification, Teacher Collaboration, College School Cooperation

National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds[at]mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html





Author: Hunt, Carolyn S.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1779&id=EJ1034143







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