Comprehensive Teacher Induction - Britton, E. D.

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Résumé :
This book provides a detailed examination of how systems located within five countries shape the early career learning of beginning teachers. It describes, discusses and analyzes comprehensive teacher induction found within France, Japan, New Zealand, Shanghai and Switzerland. We refer to the phenomena we observed as induction ?systems? because they are am- tious, substantial and established: all beginning teachers in these various locales are served; there are no unfunded mandates; these systems have been in place for 10?25 years. Nevertheless, they are still evolving, und- going review and change ? they are dynamic systems. While sharing such similarities, these systems also present striking contrasts in their purposes, policies, program design and the specific activities that constitute them. These induction systems operate within countries having both centr- ized and decentralized education systems, and within large jurisdictions as well as smaller ones. Although we primarily looked at beginning mathe- tics and science teachers of the lower secondary grades, many aspects are relevant to novice teachers of all school subjects at these grade levels, and some structures and insights are germane to the induction of elementary teachers as well.

Sommaire:
1: Introduction.- 1. Case studies within countries.- 2. Case-study methods.- 3. Book conventions and organization.- 4. Some opening thoughts.- 2: Entering a Culture of Teaching.- 1. Starting up: induction through the eyes of Teacher Li Mei.- 2. Exploring Shanghai as a system for teacher induction.- 3. Experiences that guide the beginner: induction as a varied process supporting core goals.- 4. Acquiring the wisdom of practice: learning with and through curriculum materials.- 5. Talk as a medium for induction: immersion in public conversation about and scrutiny of teaching.- 6. Multiple stakeholders supporting common goals: building variation into a system.- 7. Conclusion.- 3: Co-operation, Counseling and Reflective Practice.- 1. Supporting the first two years of teaching.- 2. The general study context.- 3. Teacher education.- 4. Who is a beginning teacher? The job market for teachers.- 5. Responsibilities of middle-school teachers.- 6. Swiss induction: individual and professional growth go together.- 7. The training of counselors and mentors: not just experienced teachers.- 8. Research and evaluation: making a system reflective.- 9. A summary of main induction features.- 4: Help in Every Direction.- 1. Introduction.- 2. The national context for local teacher induction.- 3. Expectations and resources for teaching the science curriculum.- 4. Diverse support providers: a repertoire of support activities.- 5. Enabling factors supporting induction within the culture of the educational system.- 6. A summary of New Zealand's main induction features.- 5: Being and Becoming a Mathematics Teacher.- 1. 'One foot in the classroom': a week in the life of a stagiaire teacher.- 2. A brief interlude on two key terms.- 3. Some observations about the system of national education inFrance.- 4. How to become a mathematics teacher.- 5. Settings and occasions for stagiaire learning.- 6. Some specific elements of the mathematics teaching terrain.- 7. Looking more generally.- 8. What is valued by the system.- 6: Guiding the New Teacher.- 1. Yoko Matsubara's first year.- 2. An overview of Japan's educational system.- 3. Pre-service teacher preparation in Japan.- 4. Becoming a teacher.- 5. Characteristics of today's beginning teacher induction training program.- 6. Program evaluation and the politics of induction.- 7. Concluding remarks.- 7: Making Sense of Induction.- 1. Why induction?.- 2. Whom does induction serve? Who is (or gets to be) a new teacher?.- 3. What is induction? What is the 'curriculum of induction'?.- 4. Who provides the needed knowledge and activities? Whose knowledge is it? Where does it reside?.- 5. Induction as complex systems: articulation and co-ordination.- 6. Some concluding thoughts.