Understanding the First Year Teacher: Implications for Induction Programs
- 1 January 1992
- journal article
- research article
- Published by SAGE Publications in Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
- Vol. 15 (1), 18-24
- https://doi.org/10.1177/088840649201500104
Abstract
In this paper, we describe the observations made of first year teachers in a collaborative induction program sponsored by a college of education and a school district. The novice special and elementary educators were observed to pass through five microphases of development during their first year. These included (a) order/time filling, (b) timing, planning, and management, (c) experimentation, (d) long range planning, and (e) focus on students. Each of these micro-phases is described as they apply to special education teachers, and implications for induction year programs are discussed.Keywords
This publication has 3 references indexed in Scilit:
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- Concerns of Teachers: A Developmental ConceptualizationAmerican Educational Research Journal, 1969