Many problems arise from inaccurate expectations for preservice teacher education and its relationship to what goes on in elementary and secondary schools. Preservice education is expected to provide schools with a continuous supply of highly qualified candidates. However, preservice teacher education exerts little proactive control over teacher…

New mothers and beginning teachers face many of the same types of feelings and experiences as they learn to cope with their new roles. Implications for changing the conditions of support for new teachers and suggestions for involving more individuals in teaching are offered. (DF)

Discusses problems new teachers have with the teaching profession, including the low salaries, the adversary relationship between teachers and administrators, overly large classes, and too few instructional materials. (EL)

Litigation by nontenured teachers in contract nonrenewal disputes usually involves claims of violation of speech, liberty, contractual, or privacy rights. School boards should be certain that the cause for nonrenewal of a probationary teacher's contract is not in violation of a protected right. (MLF)

With the popularization of the higher education in China, training of young teachers has been more and more prominent. This paper, by using the "Formative Evaluation Theory", analyzes the relationship between popularization and university young teacher training. In addition, it also profoundly discusses the two factors influencing…

Since teachers are a school's most important resource and its largest financial investment, it makes sense to devote time to assuring their success. A school can protect its investment in new teachers by giving them the necessary support from the start through relationships that are both nurturing and evaluative. (Author/AN)

This article identifies and discusses schoolwide staff development which differs from the traditional model and is based on three principles: shared responsibility, teacher empowerment, and community growth. A model teacher-run faculty development program is described. The 10-component program operates at the McCallie School (TN). (IAH)

A solid blend of theory and practice, an effective training system, and continuing support for new teachers are essential elements of teacher preparation, whether it is provided by a university, a district, or a partnership of the two. (Author/TE)

Provides a report of the attempt to create an "autobiography club" among beginning English teachers in order to foster ongoing discussion of experiences and problems. Analyzes club discussions and the lessons being learned through the club's activities. Discusses methods for undertaking ethnographic research in education. (HB)

The common core knowledge and skills essential for all beginning special education teachers, developed by the Council for Exceptional Children (CEC), are reprinted, along with the CEC Code of Ethics. The article also provides a rationale for the standards and background information on their development and adoption. (JDD)

Includes "Solving Teaching Problems" (Sutphin); "Teacher Effectiveness Research" (Peters); "Motivating Students across Ability Levels" (Rush, Dean); "Professional Development" (Camp, Heath-Camp); "Addressing Cultural Diversity in the Agriculture Classroom" (Ziebert et al.); "Networking to Prevent and Solve Problems in Agricultural Education"…

When school and college faculty are jointly responsible for new teacher induction, issues of control and status that may jeopardize collaboration can be more easily resolved. Well-designed internships last at least one year and feature interns clustered as a group and assigned to a school rather than to one teacher. (IAH)

Examines four stages of socialization that influence beliefs, behaviors, and perspectives of prospective teachers (pretraining, preservice, field experiences, and induction) and supports the notion that a dialectical process exists during the four stages--a contest between societal expectations and the individual inclinations of prospective…

This paper describes the experiences of four beginning secondary school teachers in Australia during their first two years of teaching, looks at policy and literature on existing teacher orientation programs and needs, and makes recommendations for further research and program development. Significant contradictions of policy and practice are…

Nine articles in this theme issue discuss the fundamentals of good teaching, motivating students, how to become a successful teacher, teacher influence, the importance of setting long-range goals, the need for emphasis on thinking and writing skills, effective laboratory teaching, and surviving the first year of teaching. (JOW)