Sprinthall provides a critique of current teacher induction programs and suggests a framework for a comprehen sive response to improve inservice teacher preparation, with veteran teachers assuming new roles as trainers for neophyte teachers. Such roles legiti mate an explicit shift for teacher induc tion from the university to the school. The author's model enables local educa tion agency (LEA) teachers to act as clin ical faculty and provides an opportunity for university professors to serve as ex tension agents.
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