as an educational process.
We know that new teachers are still
learning to teach no matter what their
preparation. We also know that the
new generation of teachers differs from
the retiring generation in ways that we
cannot afford to ignore. New teachers
today seek more opportunities for collaboration and put less value on privacy
and autonomy. They also come with
more varied levels of preparation and
career aspirations (Johnson et al., 2005).
These realities underscore the need
for new staffing patterns and induction
practices that accommodate individual
differences. The question of what
knowledge new teachers bring to the
classroom is less salient than the
question of how to help them learn
what they need to know to teach effectively. As we tailor induction policies
and practices to meet the needs of this
generation of teachers, induction can be
a catalyst for building professional
learning communities in which teachers
across all levels of experience work
together to ensure powerful teaching
and learning. EL
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Sharon Feiman-Nemser is the Mandel
Professor of Jewish Education at
Brandeis University, Waltham, Massachusetts; email@example.com. She
is the author of Teachers as Learners
(Harvard Education Press, 2012).