Med örat mot nyblivna lärare - lärarutbildningen i backspegeln

Morberg, Åsa

doi:10.1080/16522729.2005.11803906

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The Induction Phase As a Bridge To Continuing Professional Development1

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2014

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“…It constitutes a bridge or an intermediating link between the initial teacher education and the beginning of continuing professional development (CPD) (e.g. Fransson and Morberg 2001;Gold 1996;Jokinen et al 2008;Jokinen and Välijärvi 2006;Morberg 2005;Wang, Odell, and Schwille 2008;Wei et al 2009;Wong 2004). As defined by Blair-Larsen (1992), teacher induction is the phase of transition from the role of student to the role of professional, during which supervision and other forms of support are offered.…”

Section: The Induction Phase As a Bridge To Continuing Professional Developmentmentioning

confidence: 99%

Peer-group mentoring as a tool for teacher development

Geeraerts

Tynjälä

Heikkinen

et al. 2014

European Journal of Teacher Education

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She has published widely, both nationally and internationally, particularly on the topics of constructivist learning environments, workplace learning and professional development for teachers. She collaborates in the development of the peer-group mentoring model. Ilona Markkanen, MSc in Health Education, is a project researcher at the Finnish Institute for Educational Research at the University of Jyväskylä. She has participated in research and development work involving peer-group mentoring. She has been also involved in coordinating the Finnish Network of Teacher Induction and organizing the regional Osaava Verme peer-group mentor training.

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Section: The Induction Phase As a Bridge To Continuing Professional Developmentmentioning

confidence: 99%