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From isolation to conversation : supporting new teachers' development

Author: Dwight L Rogers; Leslie M Babinski
Publisher: Albany : State University of New York Press, ©2002.
Series: SUNY series in teacher preparation and development.
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
A new teacher's first year in the classroom is often filled with terrifying new challenges and great loneliness. From isolation to conversation uses an inquiry-oriented form of professional development known as the New Teacher Group to provide teachers with the opportunity to engage in discussions with their peers about problems they experience in their professional lives. Blending school psychology and teacher  Read more...
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Document Type: Book
All Authors / Contributors: Dwight L Rogers; Leslie M Babinski
ISBN: 0791453359 9780791453353 0791453367 9780791453360
OCLC Number: 47767064
Description: viii, 135 pages ; 24 cm.
Contents: The first year of teaching --
A different kind of professional development --
Description of our new teacher groups --
New teacher groups participants, guiding questions, and research methods --
A community of learners --
Gaining a better understanding of oneself as a teacher and preparing for the future --
Group features that encourage dialogue and enhance problem-solving --
A comprehensive support program for beginning teachers.
Series Title: SUNY series in teacher preparation and development.
Responsibility: Dwight L. Rogers and Leslie M. Babinski.

Abstract:

A new teacher's first year in the classroom is often filled with terrifying new challenges and great loneliness. From isolation to conversation uses an inquiry-oriented form of professional development known as the New Teacher Group to provide teachers with the opportunity to engage in discussions with their peers about problems they experience in their professional lives. Blending school psychology and teacher education, the book adapts a consultee-centered consultation model consisting of real teachers voicing real problems encountered in classrooms. The authors outline the process, step by step, so the model can be applied in many different kinds of school systems. The result is a problems-based discussion group that will play an integral part in supporting and guiding beginning teachers.

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