A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2018; you can also visit the original URL.
The file type is
Teacher induction models that are not responsive to current 'postmodern discontinuities' (Limerick et al., 1998) and that promote leadership as the property of a 'chosen few' individuals are stagnant in and of themselves. It is apparent that teacher induction cannot be solely concerned with raising beginning teachers' awareness of board and school policy. Neither can it be reduced to aligning a new and experienced teacher in partnership roles. This would seem to be an extension of thedoi:10.26522/tl.v1i1.86 fatcat:4otzovselvagrmxw7z6w74pwoi