Open AccessImplementing Leadership Dimensions in an Induction Model: A Conceptual Framwork for Beginning Teachers
Author(s) -
Lorenzo Cherubini
Publication year - 2002
Publication title -
teaching and learning
Language(s) - English
Resource type - Journals
ISSN - 1703-2598
DOI - 10.26522/tl.v1i1.86
Subject(s) - teacher induction , general partnership , raising (metalworking) , pedagogy , extension (predicate logic) , service (business) , psychology , sociology , mathematics education , political science , professional development , engineering , business , computer science , marketing , mechanical engineering , law , programming language
Teacher induction models that are not responsive to current 'postmodern discontinuities' (Limerick et al., 1998) and that promote leadership as the property of a 'chosen few' individuals are stagnant in and of themselves. It is apparent that teacher induction cannot be solely concerned with raising beginning teachers' awareness of board and school policy. Neither can it be reduced to aligning a new and experienced teacher in partnership roles. This would seem to be an extension of the supportive yet artificial relationships that pre-service teachers may have shared with their Associates and may not be encouraging masterful pedagogical practices (Feiman-Nemser, Carver, Schwillie & Yusko, 1999; Brooks, 1987; & Huling-Austin, 1990).