District Policy and Beginning Teachers: A Lens on Teacher Learning
نویسندگان
چکیده
searchers suggest that they suffer from myopia, focusing primarily on concerns about their own competency as teachers and the immediacy of classroom management (Fuller, 1969; Kagan, 1992). Their vision is fixed, understandably, on the contexts closest at hand. From this perspective, the district looms distantly on the horizon, barely in view once the ink has dried on the new teacher’s contract. Yet, data from our longitudinal study of beginning teachers suggest that districts can and do play a key role in focusing and shaping the concerns of new teachers and in providing opportunities for professional learning. New teachers are still in the midst of learning how to teach, and the experiences they have in their early years can affect the trajectory of their future learning (Feiman-Nemser, 2001). Directly as well as indirectly, district policies help beginning teachers learn what to worry about and
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