In recent years there has been very high international interest around induction programmes aiming for the smooth integration of newcomer teachers in the working environment of the school unit. In addition, educational systems in many countries lay great importance on the provision of equal opportunities to all students and the provision of a more…

Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching. In some jurisdictions, other agencies (Ministries of Education, school districts, and private providers) are supplementing the…

The authors conducted a phenomenological inquiry that described factors that influenced two novice and two experienced teachers' decisions to remain in the teaching field. These teachers taught in both Title I and non-Title I elementary schools, and their teaching experiences ranged from four months to 38 years. Data for this research…

This longitudinal study is set in the national and international contexts of early professional development, teacher careers, and teacher retention. It provides qualitative insights into key factors shaping beginning teachers' early professional learning (EPL) journeys and considers the impact of policy initiatives on new teachers in Scotland.…

This article presents findings from a large-scale, longitudinal study of teachers' experiences of initial teacher preparation and early professional development in England. Data were generated via annual surveys, in-depth interviews and email communications. The study established that beginner teachers' perceptions of the support they received…

The Summer Curriculum Writing Institute (SCWI) supports graduates of a university-based teacher education program during the induction years and beyond with the aim of impacting teacher quality. The purpose of this article is to describe the development, goals, research, and lessons learned during SCWI from 2005-12. The week focuses around the…

Experience in the workforce influences teacher educators' responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching. A four-stage trajectory…

Motivated by the scarcity of research that examines the impact of teacher beliefs on their actual practices in Vietnam, this study investigated the relationship between teachers' beliefs about quality questions and their questioning behaviours in terms of questioning purposes, content focus, students' cognitive level, wording and syntax. Thirteen…

This is the story of a beginning teacher, Ben. Ben was part of a mixed-method, qualitative study directed at exploring the student-teacher relationship experiences of beginning teachers. Time, mentor relationships and student-teacher relationships were all found to play an important role in the willingness, longevity, and efficacy of beginning…

Each year, the National Center for Educational Statistics, through the US Department of Education Institute of Educational Sciences, publishes information about the need for millions of new teachers in the USA. Many of these positions are in urban schools. What makes new teachers beat the odds and remain in challenging schools? This study…

Effective induction and mentoring are regarded as essential components of teacher preparation programmes. However, there are no theoretically derived, psychometrically sound measures of programme quality. This investigation examined the properties of a new induction measure (Langdon Induction and Mentoring Survey [LIMS]) using quantitative (e.g.…

Using a longitudinal design, the job satisfaction and career development of beginning teachers are explored in the present study. Beginning teachers were initially interviewed after graduation from the teacher training programme and then after gaining a two-year teaching experience. The results are presented in a fourfold typology in which the…

Continuing professional development (CPD) for teachers must be situated within the context of the practice of teachers and be relevant to their teaching and learning needs. A CPD project was conducted in a Hong Kong kindergarten class. For five years prior to the CPD project, the class had used a mixed curriculum of project approach topics and…

This study focusses on a group of student teachers who were participants on the Post Graduate Diploma in Education at a Scottish university and assesses their engagement with cooperative learning as a result of their training. The participants were experientially trained in cooperative learning approaches through modelling by their tutor for the…

For teachers, the early years in the profession are critical for developing the knowledge and skills of an expert teacher. The "Teachers of Promise" study examines the experiences of 57 registered teachers who began their employment in New Zealand primary and secondary schools in 2003. The purpose of this article is to examine the extent…