From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

Resource type
Journal Article
Author/contributor
Title
From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching
Abstract
This paper was written to stimulate discussions 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 teacher learning 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. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?
Publication
Teachers College Record: The Voice of Scholarship in Education
Volume
103
Issue
6
Pages
1013-1055
Date
08/2001
Journal Abbr
Teachers College Record: The Voice of Scholarship in Education
Language
en
ISSN
0161-4681, 1467-9620
Short Title
From Preparation to Practice
Accessed
25/05/2023, 18:35
Library Catalogue
DOI.org (Crossref)
Citation
Feiman-Nemser, S. (2001). From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching. Teachers College Record: The Voice of Scholarship in Education, 103(6), 1013–1055. https://doi.org/10.1111/0161-4681.00141