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Initial Teacher Education, Induction, and In-Service Training: Experiences in a Perspective of a Meaningful Continuum for Teachers' Professional Development

Initial Teacher Education, Induction, and In-Service Training: Experiences in a Perspective of a Meaningful Continuum for Teachers' Professional Development

Pier Giuseppe Rossi, Patrizia Magnoler, Giuseppina Rita Mangione, Maria Chiara Pettenati, Alessia Rosa
Copyright: © 2017 |Pages: 26
ISBN13: 9781522517474|ISBN10: 1522517472|EISBN13: 9781522517481
DOI: 10.4018/978-1-5225-1747-4.ch002
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MLA

Rossi, Pier Giuseppe, et al. "Initial Teacher Education, Induction, and In-Service Training: Experiences in a Perspective of a Meaningful Continuum for Teachers' Professional Development." Facilitating In-Service Teacher Training for Professional Development, edited by Kenan Dikilitaş and Ismail Hakki Erten, IGI Global, 2017, pp. 15-40. https://doi.org/10.4018/978-1-5225-1747-4.ch002

APA

Rossi, P. G., Magnoler, P., Mangione, G. R., Pettenati, M. C., & Rosa, A. (2017). Initial Teacher Education, Induction, and In-Service Training: Experiences in a Perspective of a Meaningful Continuum for Teachers' Professional Development. In K. Dikilitaş & I. Erten (Eds.), Facilitating In-Service Teacher Training for Professional Development (pp. 15-40). IGI Global. https://doi.org/10.4018/978-1-5225-1747-4.ch002

Chicago

Rossi, Pier Giuseppe, et al. "Initial Teacher Education, Induction, and In-Service Training: Experiences in a Perspective of a Meaningful Continuum for Teachers' Professional Development." In Facilitating In-Service Teacher Training for Professional Development, edited by Kenan Dikilitaş and Ismail Hakki Erten, 15-40. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1747-4.ch002

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Abstract

This work suggests the need to find a few elements - strategies and dispositifs - that if included in initial training, induction and in-service training, can facilitate the acquisition of a consistent professional vision and improve the processes themselves in a perspective of long life learning, namely that can overcome a clear demarcation between initial and on in-service training.These elements are: 1) paths based on recursion between immersion in workplace and distancing for a reflection on the practices enacted in an educational environment, 2) use of devices that favour recursion between immersion and distancing (analysis of practices, vicariant tools for practices, e-portfolio), 3) triangulation during the path both in the immersion phase and in the distancing of different perspectives thanks to the interaction among researchers, experts and novices. This contribution checks for the presence of the preceding elements in all steps of training and analyzes the results obtained in the direction of strengthening a professionalizing posture in the three steps.

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