Learning to Teach: An Agenda for Research on the Induction and Mentoring of Beginning Teachers


by Thomas M. Smith, Laura M. Desimone, Andrew C. Porter, Kristin McGraner & Katherine Taylor Haynes - 2012

This introductory chapter frames the work reflected in this volume on induction and mentoring of beginning teachers and delineates the research context in which it is undertaken. The chapter introduces the three main sections of the book which in turn focus on how induction has been conceptualized and operationalized, issues of implementation of teacher induction programs, and the impact of induction on outcomes.


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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. 219-247
https://www.tcrecord.org ID Number: 18345, Date Accessed: 5/31/2020 5:42:18 AM

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