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From Isolation to Conversation: Supporting New Teachers' Developmentreviewed by Jerian Abel - 2003 Title: From Isolation to Conversation: Supporting New Teachers' Development Author(s): Dwight L. Rogers and Leslie M. Babinski (Editors) Publisher: State University of New York Press, Albany ISBN: 0791453359, Pages: 160, Year: 2002 Search for book at Amazon.com From Isolation to Conversation describes the
authors’ experiences supporting beginning teachers through
problem-based discussion groups and the benefits new teachers
experience as they participate in an inquiry-oriented and
peer-supported form of professional development. The book begins by
exploring the first year of teaching, its challenges, and its
importance. The authors suggest that this first year is critical
not only in deciding who will leave teaching, but for those who
stay what their conception of themselves as a teacher will be. The
importance of professional development as professional learning in
collaborative settings is presented through a review of the
literature that includes researchers such as Schlechty (1984),
Meyer (1999), Cissna and Anderson (1994), and Hollingsworth
(1992).
A central premise held by the authors is that beginning teachers
lack “the opportunity to reflect on their work by engaging in
earnest and sustained conversations about teaching with their
peers” (p. 5). This component of professional development is
missing not only from traditional workshop approaches but also from
school-based mentoring programs that rely... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Jerian Abel
The Northwest Regional Educational Laboratory E-mail Author JERIAN ABEL is Unit Manager for Quality Teaching and Learning in the School Improvement Program, Northwest Regional Educational Laboratory. Currently Dr. Abel is leading a research and development team focused on developing processes and resources that support high quality teaching and learning for students as well as teachers. This work includes identifying ways to support teacher learning through the implementation of professional learning teams, improving curriculum through a process of aligning and mapping the curriculum to state standards, and providing Web-based resources that support teacher learning.
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