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From Isolation to Conversation: Supporting New Teachers' Development

reviewed 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
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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.)

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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 683-685
http://www.tcrecord.org ID Number: 10971, Date Accessed: 10/21/2018 1:07:59 PM

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About the Author
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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