Three Perspectives on Induction and a Normative Order for Physical Education
作者:
LawsonHalA.,
期刊:
Quest
(Taylor Available online 1991)
卷期:
Volume 43,
issue 1
页码: 20-36
ISSN:0033-6297
年代: 1991
DOI:10.1080/00336297.1991.10484008
出版商: Taylor&Francis Group
数据来源: Taylor
摘要:
In the dominant perspective, induction occurs in schools after teachers have been employed, and induction programs provide systematic and planned assistance to beginning teachers. In a second perspective, induction is a two-stage process, beginning in preservice education and ending in the workplace, with the intent of developing each teacher's master identity. A third perspective on induction accommodates the contributions of the first two. It differs in viewing induction as a three-stage process. Induction requires the mastery and internalization of an occupational culture, some of which is organization specific. An essential part of this culture is an identifiable, integrated set of professional norms that guide work practices.
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