Abstract
Professional development experiences for new teachers of science, called induction programs, help teachers progress along a continuum of development from a pre-service educator towards becoming a science education leader (Sato, Roehrig, & Donna, 2010). It is important that these induction programs provide content-specific support (e.g., support for teaching physics) and context-specific support (e.g., teaching students within an urban school) (Luft, 2003).
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Donna, J.D., Roehrig, G.H. (2015). Moving towards Comprehensive Induction Systems for New Teachers of Science through the Use of Technology Enhanced Communities of Practice. In: Luft, J.A., Dubois, S.L. (eds) Newly Hired Teachers of Science. Cultural and Historical Perspectives on Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-283-7_9
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DOI: https://doi.org/10.1007/978-94-6300-283-7_9
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