The Case for Differentiated Professional Support: Toward a Phase Theory of Teacher Development

dc.creator	Rachael E. Gabriel
dc.date	2010-05-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:23:29Z
dc.date.available	2015-08-12T11:23:29Z
dc.identifier	1937-3929
dc.identifier	https://doaj.org/article/8a9740ecaa594366b3256922c25ec0f4
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29702
dc.description	In this perspective article I draw upon interviews with first-, second-, and third-year teachers to develop a phase theory of professional development that accounts for the questions, interests, and preferences of teachers across their first three years in the classroom. I suggest that differentiated professional development has the potential to improve the quality of the teaching force by increasing the expertise of teachers in their first few years and providing support that is engaging and rewarding enough to encourage retention.
dc.language	English
dc.publisher	East Carolina University
dc.relation	http://www.joci.ecu.edu/index.php/JoCI/article/view/46/82
dc.relation	https://doaj.org/toc/1937-3929
dc.source	Journal of Curriculum and Instruction, Vol 4, Iss 1, Pp 86-95 (2010)
dc.subject	teacher retention
dc.subject	teacher mentoring
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The Case for Differentiated Professional Support: Toward a Phase Theory of Teacher Development
dc.type	article