Pasternak, Donna L.; Rigoni, Karen K.; Roberts, Nakeysha D

Abstract: Through case-study reports, this paper examines the development of two induction-year teachers (years one to three) through their participation in a professional development community in the United States: the Invitational Summer Institute (ISI) of the National Writing Project. Typically, the ISI focuses its professional development efforts on veteran educators as they negotiate sound writing pedagogy and become teacher-leaders in their communities. At the site in this study, induction-year teachers were intentionally invited into the ISI as a way of supporting their development as well as their longevity in the profession. The authors explore how including induction-year teachers in the summer institute may change the nature of it as professional development but also consider the circumstances in which novice teachers might find a supportive professional community, one factor identified in the literature as contributing to teachers thriving in the profession. Results indicate that the two induction teachers negotiated and identified ways in which they developed as writers, as teachers of writing and as teacher-leaders.

总结：本文通过美国专业发展社区参与考察两个感应年度教师的发展。。作者探讨了如何诱导，包括今年教师在暑期学院可能改变它的性质，专业发展，也考虑在新进教师的情况下，可能会发现一个支持性的专业团体，一个因素在文献中确定为促进教师的蓬勃发展行业。结果表明，确定了发展成为作家，写作的教师和教师领导方式。

来源：Professional Development in Education, v38 n5 p759-776 2012. 18 pp.