The Retention Question in Context-Specific Teacher Education: Do Beginning Teachers and their Program Leaders See Teacher's Future Career Eye to Eye

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dc.contributor.author Tamir, Eran
dc.date.accessioned 2015-06-25T15:15:52Z
dc.date.available 2015-06-25T15:15:52Z
dc.date.issued 2008-11-06
dc.identifier.citation Tamir, E. (2010). The retention question in context-specific teacher education: do beginning teachers and their program directors see teachers' future eye to eye. Teaching and teacher Education 26(3).
dc.identifier.uri http://hdl.handle.net/10192/30775
dc.description.abstract This paper discusses the retention challenge by examining how it is addressed in three context specific teacher education programs, which prepare teachers to serve in urban, Catholic, and Jewish Day Schools. The findings of this study suggest that teachers from the three programs we studied expressed high motivation to serve as teachers or leaders in their particular schools and communities. In particular, we found that teachers’ career commitments developed around the religious or civic missions promoted by their respective programs. Finally, teachers’ career perceptions seem to correlate, though not entirely match, with those of their program leaders.
dc.language English
dc.language.iso en
dc.publisher Elsevier Ltd
dc.rights Copyright by Elsevier Ltd 2009
dc.subject professional development
dc.subject learning outcomes
dc.subject pedagogy of Jewish studies
dc.title The Retention Question in Context-Specific Teacher Education: Do Beginning Teachers and their Program Leaders See Teacher's Future Career Eye to Eye
dc.type Article
mods.esploro Y


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