Lifelong Learning: A Stratagem for New Teachers  
	Valeri R. Helterbran, Indiana University of Pennsylvania 

Educators have not fully defined the role of utilizing lifelong learning as 
a guiding principle. Furthermore, district-provided professional development 
is often deemed so inadequate that new teachers enter a profession where they, 
by necessity, must create their own professional growth opportunities. Novices 
are encouraged to examine their own lifelong learning quotient, initiate a dialog 
on the tenets of lifelong learning, and set a plan of action so that attitudes 
and skills associated with lifelong learning are furthered in themselves and 
inculcated in their students.                         

Academic Exchange Quarterly Winter 2005 Volume 9, Issue 4 Order Copy
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