Beginning Teachers’ Induction in Australia: Characteristics, Experience and Development Trend

Li LI, Fang ZHANG

Abstract


The development of beginning teachers’ induction in Australia has greatly improved the quality of education, and has taken an important part in teacher education in the federal government. In order to promote further development of the quality of teacher education, Australia government explores different strategies and constructs its own education system, including completing overall induction program and formulating various training models.

Keywords


Australia; Beginning teacher; Teacher education; Induction

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References


Australian Commonwealth Department of Education, Science and Training. (2000). An ethic of care: Effective programme for beginning teachers (p.111, 113, 91).

Australian Commonwealth Department of Education, Science and Training. (2003). Australia’s teacher, Australia’s future: Advancing Innovation, Science, Technology and Mathematics: Background Data and Analysis (p.35).

Australian Commonwealth Department of Education, Science and Training. (2002). An ethic of care: Effective programme for beginning teachers (p.113).

Li, Q. L., & Chen, Y. M. (2002). International comparison of teacher education courses (p.325). Beijing: Science and Education Press.

Marsh, C. (2005). A handbook for beginning teachers (p.454). Beijing: Science and Education Press.

Shen, Q. B. (2009). A review of Australia’s teacher education policies based on cooperative partnerships. Comparative Education Review, (8), 88-89.

The Tasmaian Educational Leaders Institute. (2002). An ethic of care: Effective programme for beginning teachers (p.44). Canberra: Commonwealth of Australia.

Xu, L. L. (2006). Momentum for the development of beginning teachers’ induction in Australia and strategies. Higher Agricultural Education, (10), 85-88.

Xu, L. L. (2008). Online training: An important supplement to Australia’s teacher induction. Elementary & Secondary Schooling Abroad, (9), 52-54.




DOI: http://dx.doi.org/10.3968/6387

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