Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts
详细信息 查看全文
- 作者：Frances J. Langdona ; f.langdon@auckland.ac.nz" class="auth_mail" title="E-mail the corresponding author ; Patricia A. Alexandera ; b ; palexand@umd.edu" class="auth_mail" title="E-mail the corresponding author ; Sandy Farquhara ; s.farquhar@auckland.ac.nz" class="auth_mail" title="E-mail the corresponding author ; Marek Tesara ; m.tesar@auckland.ac.nz" class="auth_mail" title="E-mail the corresponding author ; Matthew G.R. Courtneya ; m.courtney@auckland.ac.nz" class="auth_mail" title="E-mail the corresponding author ; Melanie Palmera ; m.palmer@auckland.ac.nz" class="auth_mail" title="E-mail the corresponding author
- 关键词：Teacher induction ; Mentoring ; Early childhood education
- 刊名：Teaching and Teacher Education
- 出版年：2016
- 出版时间：July 2016
- 年：2016
- 卷：57
- 期：Complete
- 页码：150-160
- 全文大小：345 K
文摘
- class="listitem" id="list_ulist0010">
- class="label">•
The LIMS-EC was found to be reliable and valid.
- class="label">•
Views of leaders/mentors differed quantitatively and qualitatively from others.
- class="label">•
Conceptions of mentoring differed for leaders/mentors versus mentees.
- class="label">•
There was a gap between national expectations and available resources.