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Abstract

This paper was written to stimulate discussion and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teachers over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction, and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages.

Author Biography

Sharon Feiman-Nemser is a professor of teacher education at Michigan State University. A founder and co-director of an innovative teacher education program, she is writing a book about teacher mentoring and is directing a study of new teacher induction programs, policies, and practices.

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