Research on the relationship between teacher characteristics and teacher effectiveness has been underway for over a century, yet little progress has been made in linking teacher quality with factors observable at the time of hire. To extend this literature, we administered an in-depth survey to new math teachers in New York City and collected…

Continuing professional development (CPD) for teachers in Scotland, as in many other countries worldwide, is receiving increased attention. Within the Scottish context, a gap in the CPD framework had been identified for early-career teachers who have completed the induction year but are not yet eligible to embark on the Chartered Teacher…

Calls for curriculum integration in K-12 mathematics and science have seen nominal results. Numerous factors including cycles of practice in teacher development and professional development practices have inhibited the development, dissemination, and implementation of integrated curriculum. This paper examines the characteristics of the…

The paper investigates how a student on a master's-level teacher education course for English language teachers goes about constructing her grammar knowledge. The learner is a novice teacher with English as a foreign language. Learner diary, interview, and group interaction data were analysed thematically, revealing that she made relatively few,…

Michelle is a first-year English teacher at Vailsburg Middle School, a public school in Newark, New Jersey. Michelle is dedicated, caring, energetic, and insightful. This year, the author had the chance to watch Michelle and her principal, Serena Savarirayan, meet for their weekly debriefing of Michelle's teaching. Serena began by praising…

Research on the occupational socialization of teachers and coaches has largely centered on physical education teachers and rarely on teachers from core content areas (i.e. English, foreign language, mathematics, science and social studies) who also coach athletics. The primary purpose of this single-case study was to explore the socialization of a…

In this article, current practices were reviewed in mentoring and induction across three large states--New York, Texas, and California--and one small state, Utah. Patterns and trends are described in the United States, program results and evolving views of mentoring are discussed, gaps in the research literature are identified, and the future of…

Early career teacher attrition is a matter of economic, social, and educational concern in many countries. Usually induction programs, including mentoring, are seen to alleviate the problem of early career teacher attrition. Mentoring/induction programs as a solution to what is defined as the problem of early career teacher attrition and retention…

In this paper the author evaluates the Peer Assistance and Review (PAR) program in the Rochester City School District, Rochester, NY. The author evaluates the system's strengths and weaknesses and discusses the program's alignment with New York State requirements. The paper addresses the benefits to teachers and the school district that…

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.…

Homophobic harassment and bullying are persistent issues in Canadian schools despite recent initiatives to improve school climate. Among the reasons is that educators feel reluctant or ill-prepared to address these issues. The purpose of this paper is to examine how teacher education can help make schools safer by addressing LGBTQ issues and…

This article focuses specifically on teacher candidates' preconceptions about poetry and poetry teaching and how these preconceptions shift as they work through various tasks on a wiki. Through an analysis of their definitions of poetry and ideas about poetry pedagogy captured in online discussion, survey, and interview responses, the authors…

We present a longitudinal study of novice teachers' appropriation, negotiation, and recontextualization of assessment tools and practices. During the four years of the study, we observed and interviewed beginning mathematics and social studies teachers, along with their colleagues, mentors, and supervisors, from their time in a graduate secondary…

Newly qualified teachers of mathematics and science are a precious resource and it important that they are provided with appropriate support and challenge during their first year in post. This study examines the developing thinking and practice of a group of such teachers in England and the influence of their mentors within the workplace context…

This qualitative study based on semi-structured interviews examines the metaphors new teachers use to describe their professional identities and compares metaphors chosen immediately following graduation with those suggested part way through their first year of teaching. Findings indicate that new teachers make a shift from seeing themselves as…