10 SES 14 A, Building A Research Agenda For Teacher Education Futures
Today the quality of teachers is held to be increasingly important in determining student outcomes, yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet this challenge. In some jurisdictions other agencies (Ministries of Education, School Districts, and Private Providers), are claiming the space that has traditionally been the responsibility of universities. The New Teacher Induction Program in Ontario, Canada is framed by the Ministry of Education as providing the “second year of teacher education.” New Zealand has an Induction and Mentoring Program offering advice and guidance for provisionally registered teachers. Both programs seek to support high-quality professional learning so that teachers can develop fully effective teaching practices for the diverse learners they encounter in school classrooms. This presentation considers the experiences of beginning teachers in Canada and NZ as a way of identifying tensions between pre-service teacher education and the induction of beginning teachers. We consider the implications for teacher education by asking: To what degree do beginning teachers feel their professional learning is supported by these transitional programs? How well do we understand the challenges of the first year of teaching? What are the major implications for the future of teacher education?
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