Year: 2017
Type: article
Abstract: This paper was written to stimulate discussion and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teachers over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction, and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages.
Source: Occasional Paper Series
Author: Sharon Feiman-Nemser
Institution: Michigan State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4312466824