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ERIC Number: EJ882460
Record Type: Journal
Publication Date: 2010-Mar
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: N/A
Available Date: N/A
The Induction and Needs of Beginning Teacher Educators
van Velzen, Corinne; van der Klink, Marcel; Swennen, Anja; Yaffe, Elka
Professional Development in Education, v36 n1-2 p61-75 Mar 2010
This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. The study was a project carried out by members of the Association of Teacher Educators Europe (ATEE) Research and Development Centre Professional Development of Teacher Educators. Induction is seen as a process of becoming a teacher educator and encompasses two levels. Firstly, it refers to the organizational induction into the teacher education institute. Secondly, it is about becoming a member of the profession (professional induction). Data were gathered through semi-structured interviews with 11 beginning teacher educators. The findings indicated that induction is quite problematic. None of the teacher educators experienced a satisfying induction into their institute and the profession as well. The article concludes with recommendations for improvement of induction practices and further research. This collaborative research project also revealed a lack of shared language in communicating professional issues and the need to further develop this within international communities like the ATEE. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A