Beginning Teachers' Study Groups
A Place to Continue Critical Conversations About Teaching Writing
Bibliographic Data
| ID | 12794841 |
|---|---|
| Authors | Avis M Masuda (corresponding author), Avis Masuda (University of Hawaii System), Michele Ebersole (University of Hawaii System) |
| Year | 2012 |
| Volume | 8 |
| Issue | 2 |
| Pages | 160-176 |
| Publication date | 2012-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2012.670570 |
| OpenAlex | W2019100122 |
| Language | EN |
| Citations received | 3 |
| References cited | 8 |
This article describes how a study group for beginning teachers, led by instructors from the teacher education program from which they had just graduated, supported the novice teachers' abilities to survive their induction year and the constraints of school practices influenced by high-stakes accountability policies. Findings demonstrate that the study group is an important space to support beginning teacher knowledge, to improve teaching practices, and to sustain continuous professional growth
Accountability · Faculty Development · Mathematics education · Pedagogy · Political science · Professional development · Sociology · Teacher education · Teacher induction · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies · Writing and Handwriting Education
Taking on Critical Literacy
Regarding uncertainty in teachers and teaching
Mentoring student and beginning teachers
Cognitive complexity, the first year of teaching, and mentoring
Re-conceptualizing partnerships across the teacher education continuum
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
| Citations per year | 0.25 |
|---|---|
| Citation span | 2014 - 2020 (7) |
| Highly cited | No |