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Embracing Contraries: Combining Assistance and Assessment in New Teacher Induction by Brian Yusko & Sharon Feiman-Nemser — 2008To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Brian Yusko
Cleveland State University
E-mail Author
BRIAN YUSKO is an associate professor of curriculum and foundations at Cleveland State University. His research focuses on teacher learning across the career span, particularly collaborative professional development opportunities that help teachers learn to design and deliver student-centered instruction. He is currently designing and researching the Video Technology Mentoring Program, a professional development program where teachers edit and discuss videotapes of their own teaching. His recent publications include “Promoting reflective teaching conversations: Framing and reframing the problem” in Teaching Education and “Caring communities as tools for learner-centered supervision” in Teacher Education Quarterly.
- Sharon Feiman-Nemser
Brandeis University
E-mail Author
SHARON FEIMAN-NEMSER, Mandel Professor of Jewish Education at Brandeis University, is the Director of the Mandel Center for Studies in Jewish Education. At Michigan State University, where she served on the faculty for twenty years, Sharon co-directed a field-based teacher education program and conducted research on teacher education, new teacher induction, and mentoring in the U.S., England and China. The author of many articles and books, she is currently working on a book about progressive teacher education and co-editing the 3rd Handbook of Research on Teacher Education. Selected publications include “From preparation to practice: Designing a continuum to strengthen and sustain teaching” in Teachers College Record and “Helping novices learn to teach: Lessons from an exemplary support teacher” in Journal of Teacher Education.
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