A Model of a New-Teacher Induction Program and Teacher Perceptions of Beneficial Components (original) (raw)

Action in Teacher Education, 2007

Abstract

Hiring new teachers and continuing their professional growth so that they remain in the profession and become effective teachers have been a challenge for decades. Research suggests that induction programs can achieve these outcomes if they are highly structured, include mentoring, focus on professional learning, and emphasize collaboration that is broad and focused. The Great Beginnings new-teacher induction program, the

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