The 2-year probationary experience of new teachers was described by the McCrone Report as scandalous and led to the development of an induction standard (as part of an emerging framework or continuum of standards for various stages of teacher development) with related structures of support for beginner teachers in Scotland provided by schools and…

Dispositions are the engine of performance in teaching, linking inner values and commitments with action in the context of practice. This article presents a theoretical conception in conjunction with an individual case study of the process by which dispositions develop and function in teaching. Focusing on teaching that is ambitious both in its…

New teachers need help. From day one, new teachers, largely on their own, are responsible for running a classroom and ensuring student learning, as well as fulfilling administrative requirements. Little wonder that 14% of new teachers leave by the end of their first year, 33% leave within three years, and almost 50% leave in five years (Ingersoll,…

This qualitative study investigates strategies of resilience exhibited by fifteen novice teachers employed in high-needs areas, such as in urban and rural contexts and in special education. Findings indicated that teachers utilised a variety of strategies, including help-seeking, problem-solving, managing difficult relationships, and seeking…

Compelling evidence points to the need for higher education, and especially teacher education, to become better informed about the concerns of Aboriginal peoples and to be more responsive to their needs. With this focus in mind, we had conversations with 30 beginning First Nations teachers, graduates of a teacher education program in Saskatchewan,…

The purpose of this case study was to understand the perceptions of the mentoring program for the new teachers who work in South Central Alabama, according to the proteges who have gone through the program. This qualitative study, using the case study approach, focused on the effectiveness of the mentoring program in the South Central Alabama…

The purpose of this study was to evaluate students' feelings of preparedness after completing an accelerated teacher education program designed for second career adults. Through a case study design, the researcher explored how a program's design impacted students' feelings of preparedness to enter the field, their views of the…

Lesson observation has a longstanding tradition in the assessment and development of new and experienced teachers in England. Over the last two decades it has progressively emerged as an important tool for measuring and improving professional practice in schools and colleges. This article reviews literature across the three education sectors (i.e.…

This article provides a critical examination of a variety of approaches to induction focusing especially upon Australia and other Pacific Rim countries. The question of the purposes induction serves for graduate teachers, experienced teachers and education systems is addressed in terms of whether it is a technical exercise which preserves the…

Teacher induction programs provide the critical support that new teachers need as they move from university teacher education studies to the everyday realities of teaching. Newly Qualified Teachers (NQTs) work through a range of new and challenging experiences as they explore their sense of themselves as professionals. Their identities are being…

Six beginning teachers were compared to an exemplary, experienced teacher. Teacher beliefs, classroom practices, and student engagement data were coded from theory-driven and data-driven perspectives. The strongest teachers demonstrated alignment between promotive/positive practices, beliefs, and students' engagement. The weakest teachers, whose…

The purpose of this study was to investigate the reasons construction teachers in the CTE field left the teaching profession in their first five years of service. The study also sought to determine if there was a significant difference in the retention rate of two-year alternatively certified teachers and four-year teaching degreed teachers and if…

Adults learn differently than children or adolescents (Brookfield, 1986; Dewey, 1938; Kegan, 1994; Kolb, 1984; Mezirow, 2000). A thorough understanding of how adults learn is imperative to the successful education of adults. It is only by understanding the unique ways in which adults learn that the academy can create environments where adults…

This study examined the teacher education of novice teachers of English to speakers of other languages (ESOL). A survey and follow-up interviews were employed to investigate novice teachers' perceptions about four aspects of their teacher preparation: (a) degree of preparedness to teach after graduating from a teaching English to speakers of other…

This report is the second part of a three-phase research study of teacher professional learning opportunities in the United States. In the first report, "Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad" (Wei, Darling-Hammond, Richardson, Andree, & Orphanos,…