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Subject-Specific Induction Programs: Lessons From Science


by Julie Luft 2012

It is important that content specialists have induction programs that are tailored to their needs, given that content knowledge is important during instruction. Unfortunately, most content specialists (including science teachers) don't experience content-focused induction programs. In an effort to illuminate the need for this type of induction program, this chapter provides an overview of the programs and research that the author has conducted with beginning secondary teachers.


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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. 417-442
http://www.tcrecord.org ID Number: 18387, Date Accessed: 6/26/2017 1:15:24 AM

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About the Author
  • Julie Luft
    University of Georgia
    E-mail Author
    JULIE A. LUFT is the Athletic Association Professor of Mathematics and Science Education in the College of Education at the University of Georgia. Her research focuses on the induction of science teachers and the professional development of secondary science teachers. She has served as a board member and president of the Association of Science Teacher Educators (ASTE), a council and board member for the National Science Teachers Association (NSTA), and the research director for NSTA. She is currently an associate editor of the Journal of Research in Science Teaching. In 2010, she received the ASTE outstanding science teacher educator award and became an American Association for the Advancement of Science fellow.
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