Implementing Leadership Dimensions in an Induction Model: A Conceptual Framwork for Beginning Teachers

Lorenzo Cherubini
2002 Teaching and Learning  
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 the
more » ... on of the supportive yet artificial relationships that pre-service teachers may have shared with their Associates and may not be encouraging masterful pedagogical practices (Feiman-Nemser, Carver, Schwillie & Yusko, 1999; Brooks, 1987; & Huling-Austin, 1990).
doi:10.26522/tl.v1i1.86 fatcat:4otzovselvagrmxw7z6w74pwoi