sitemap       contact       links       googlesearch
Bronnen waarop de principes gebaseerd zijn:

American Federation of Teachers. (2001)

Bergen, Theo & Klaas van Veen. (2004) Het leren van leraren in een context van onderwijsvernieuwingen: waarom is het zo moeilijk? Velontijdschrift jrg 25 (4) p29-39)

Eraut, M., Steadman, S., Furner, J. Maillardet, F., Miller, C. & Blackman, A. (2004) Learning in the professional workplace: relationships between learning factors and contextual factors, paper presented at the AERA Conference, San Diego, CA.

Feiman-Nemser, S. (2001) From preparation to practice: desiging a continuum to strengthen and sustain teaching. Teacher  college records. Vol. 103, nr 6, pp 1013-1055

Findlay, K. (2006) Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year Journal of In-service Education Vol. 32, No. 4, December 2006, pp. 511–532

Garet, M., Porter, A., Desmoine, L., Birman, B., & Kwang, S. K. (2001). What makes professional development effective? American Educational Research

Howe Edward R.(2006). Exemplary teacher induction: an international review. Educational Philosophy and Theory, vol 38, no. 3, 2006

Johnson, S., & Birkeland, S. (2003). Pursuing a sense of success: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581–617
Journal, 38(4), 915–946.

Kuipers, M. en M. Roorda. (2003) Geleerd(e) op de werkplek: Een onderzoek naar  leermogelijkheden op de werkplek van LIO’s in het voortgezet onderwijs. Groningen, UCLO, RuG

Kwakman, C.H.E. (1999). Leren van docenten tijdens de beroepsloopbaan, studies naar professionaliteit op de werkplek in het voortgezet onderwijs. Nijmegen: Katholieke Universiteit

Onstenk, J. (1997). Lerend leren werken: brede vakbekwaamheid en de integratie van leren, werken en innoveren. Proefschrift. Delft: Eburon

Rosenholtz Susan J. (1989). Workplace Conditions That Affect Teacher Quality and Comittment: imokications for Teacher Induction Programs. The elementary School Journal, vol 89 nr 4, 420 -439

Williams, A. (2003). Informal Learning in the Workplace: a case study of new teachers. Educational Studies, Vol. 29, No. 2/3, 2003

Williams, Anne, Stephanie Prestage & Julie Bedward (2001) Individualism to  collaboration: the significance of teacher culture to the induction of newly qualified Teachers. Journal of Education for Teaching, vol 27, no. 3, 2001

Wilson, S. M., Bell, C., Galosy, J., & Shouse, A. (2004). "Them that's got shall get": Re-imaging teacher recruitment, induction, and retention. In M. A. Smylie & D. Miretzky (Eds.), Developing the teacher workforce (103rd Yearbook of the National Society for the Study of Education, Part 1, pp. 145-179). Chicago, IL: University of Chicago Press

Wong Harry K. (2004) Induction Programs That Keep New Teachers Teaching and Improving In: NASSP Bulletin, vol 88, no 638, march 2004

Wong, H. (2003). Induction programs that keep working. In M. Scherer (Ed.), Keeping good teachers (pp. 42–49). Alexandria, VA: Association of Supervision and Curriculum Development

Wong, H. (2003). Induction: How to train, support, and retain new teachers. Paper presented at the conference of the National Staff Development Council