Structuring the Induction Process for Beginning Vocational Teachers

W. G. Camp, B. Heath-Camp

The authors review and synthesize the educational literature on professional development of teachers during the induction process with particular emphasis on implications for vocational education. After consideration of the unique induction needs of vocational teachers, they conclude that too little is being done to help beginning vocational teachers successfully negotiate the transition into the classroom. Finally, they propose a model that would improve the induction process for beginning vocational teachers.

MDS-390 /


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