Teacher Induction
Research Issues
Bibliographic Data
| ID | 4308442 |
|---|---|
| Authors | Gary A Griffin (University of Illinois Chicago, corresponding author) |
| Year | 1985 |
| Volume | 36 |
| Issue | 1 |
| Pages | 42-46 |
| Publication date | 1985-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718503600110 |
| OpenAlex | W1971630196 |
| Language | EN |
| Citations received | 9 |
| References cited | 2 |
In this article, Griffin defines the concept of induction and summarizes research findings available for use in planning teacher induction programs. As part of the summary, preliminary hunches gleaned from current research on the effects of teacher induction programs are described. Cautions with respect to using "effectiveness" research in such programs are noted, and questions and issues worthy of future research focus are identified
Focus (optics) · Griffin · Mathematics education · Pedagogy · Professional development · Teacher induction · Diverse Educational Innovations Studies · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies
Restructuring a traditional student teacher supervision model
Formal induction vs. informal mentoring
Enhancing the supervision of beginning teachers
Beginning Teachers
Deductions about Supportive Induction
The Induction of Teachers
Understanding the Teaching Perspectives of First-Year Teachers
A Collaborative Approach for Mentor Training
Beyond the New Conception of Teacher Induction
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,23 |
| Citation span | 1986 - 2006 (21) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 9 |