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Creating Conditions for Serious Mentoring: Implications for Induction Policy


by Sharon Feiman-Nemser & Cynthia Carver ó 2012

Based on a study of three well-regarded induction programs, this chapter examines how state and district policies regarding new teacher induction shape the practice of mentors and the learning of beginning teachers. The authors argue that induction policies must help program leaders, district and school administrators, and mentor teachers understand the potential of development-oriented mentoring and the conditions on which it depends.


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This article originally appeared as NSSE Yearbook Vol 111. No. 2.


Cite This Article as: Teachers College Record Volume 114 Number 14, 2012, p. 342-364
http://www.tcrecord.org ID Number: 18369, Date Accessed: 10/17/2017 11:57:34 PM

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About the Author
  • Sharon Feiman-Nemser
    Brandeis University
    E-mail Author
    SHARON FEIMAN-NEMSER is the Mandel Professor of Jewish Education at Brandeis University and director of the Mandel Center for Studies in Jewish Education. Her research focuses on teacher education and learning to teach, with a special focus on mentoring and new teacher induction. She is currently working on an edited collection, Teachers as Learners, to be published by Harvard Education Press, and a comparative study of beginning teachers in Catholic, Jewish, and urban public schools and the programs where they prepared to teach.
  • Cynthia Carver
    Oakland University
    E-mail Author
    CYNTHIA CARVER is an assistant professor of educational leadership at Oakland University, where she is actively engaged in the preparation of school leaders. Her research and teaching interests are focused on the practice of principal instructional leadership, particularly as it impacts teacher development. Currently, she is doing research on school leaderís 364 National Society for the Study of Education content knowledge and teacher leader preparation. Dr. Carverís research has been published in a variety of journals, including Educational Policy, Journal of Teacher Education, and Educational Leadership.
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