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Contribution to Book
Characteristics of Beginning Teacher Role Quality: Connections to Satisfaction and Commitment
Past, Present, and Future Research on Teacher Induction (2010)
  • Alan J. Reiman
  • Kristen A. Corbell
  • Erin T. Horne
  • Dina C. Walker-DeVose, North Carolina Central University
This anthology on teacher induction research is intended for researchers, policy makers, and practitioners in the field of teacher induction both nationally and internationally. This book is the final and major project of the Association of Teacher Educators' (ATE) Commission on Teacher Induction and Mentoring. Its importance is derived from three sources: (1) careful conceptualization of teacher induction from historical, methodological, and international perspectives; (2) systematic reviews of research literature relevant to various aspects of teacher induction including its social, cultural, and political contexts, program components and forms, and the range of its effects; (3) substantial empirical studies on the important issues of teacher induction with different kinds of methodologies that exemplify future directions and approaches to the research in teacher induction. The content of the book has direct implications for ATE's membership since part of the ATE mission is to provide opportunities for personal and professional growth of the Association membership whether members are researchers, policy makers, or practitioners in teacher learning and/or teacher induction.
  • Teacher role quality,
  • Teacher induction research,
  • Teacher induction,
  • Teaching
Publication Date
July 16, 2010
Jian Wang, Sandra J. Odell, and Renee T. Clift
R&L Education
Citation Information
Alan J. Reiman, Kristen A. Corbell, Erin T. Horne and Dina C. Walker-DeVose. "Characteristics of Beginning Teacher Role Quality: Connections to Satisfaction and Commitment" LanhamPast, Present, and Future Research on Teacher Induction (2010) p. 91 - 108
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