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Retaining Alternate Route Teachers: The Power of Professional Integration in Teacher Preparation and Induction

Retaining Alternate Route Teachers: The Power of Professional Integration in Teacher Preparation... This study describes and assesses factors contributing to the support and satisfaction of seven graduates of an alternate route program during their preparation and first two years of teaching. Participating in a cohort, completing a full year internship prior to assuming teaching responsibilities, and receiving mentor support during a full year internship were the most beneficial and satisfying components of the preparation program. Although colleagues were identified as an important source of support during the induction period, the support of the building principal was particularly critical. The findings imply the importance of formal and informal structures along the continuum of teacher preparation and induction to promote professional integration and retention. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Retaining Alternate Route Teachers: The Power of Professional Integration in Teacher Preparation and Induction

The High School Journal , Volume 86 (1) – Jan 10, 2002

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Publisher
University of North Carolina Press
Copyright
Copyright © 2002 by The University of North Carolina Press.
ISSN
1534-5157
Publisher site
See Article on Publisher Site

Abstract

This study describes and assesses factors contributing to the support and satisfaction of seven graduates of an alternate route program during their preparation and first two years of teaching. Participating in a cohort, completing a full year internship prior to assuming teaching responsibilities, and receiving mentor support during a full year internship were the most beneficial and satisfying components of the preparation program. Although colleagues were identified as an important source of support during the induction period, the support of the building principal was particularly critical. The findings imply the importance of formal and informal structures along the continuum of teacher preparation and induction to promote professional integration and retention.

Journal

The High School JournalUniversity of North Carolina Press

Published: Jan 10, 2002

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