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Developing and implementing induction programs for science teachers, or any other secondary teachers, will not be obstacle free. Program administrators, faculty members, or staff development coordinators charged with planning and enacting specialized induction programs will certainly encounter barriers and pathways throughout the process. Certain barriers and pathways will exist in both subject-focused and general induction programs, or in either type of program. While the literature regarding the development of such programs can assist educators or administrators who oversee these endeavors, reports of personal experiences are also informative and beneficial. This paper is one such report. It specifically discusses the processes that facilitated and hindered the development and implementation of an induction program for beginning science teachers experienced by the program developers during a 3-year period. The information in this paper is for educators who are interested in or who are charged with developing subject-focused induction support programs.
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