This article examines how the academic backgrounds of four new history teachers (anthropology, political science, American studies, and history) influence their lesson planning and teaching styles. The implications of this research for teacher education and research on teaching are considered. (JL)

Presents information on beginning teaching experiences from the journals and taped conversations of six novice teachers. The article discusses the influence of teacher background and examines teachers' opinions that they learn more through teaching and daily encounters with students than through inservice workshops and university courses. (SM)

Examined the practice of experienced teacher induction leaders and mentor-new teacher pairs to determine what mentors needed to know and be able to do to sharpen new teachers' focus on individual student learning and growth. Results found that mentors were able to focus new teachers on individual student learning, particularly among…

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)

Examined two beginning high school teachers, one credentialed in English and one in science, as they taught English, suggesting that out-of-field teaching is very complex, identifying factors contributing to the complexity, and proposing conceptualizing out-of-field teaching as a matter of goodness of fit to take into account the relationship…

The article suggests that a student teacher's main supervisor should be a clinical professor who is capable of helping the student examine numerous questions about education, and who will help him or her work with an instructional team to implement innovative ideas. (CD)

Considers the relationship between teacher development and the workplace, examining the effect of individual characteristics and significant others. Researchers interviewed beginning teachers about workplace relationships, teaching situations, high/low points, critical incidents, obstacles, and opportunities. The article looks at rethinking…

Explores the conceptual basis of teaching in China through the metaphor of teacher as virtuoso performer, with teaching considered an art. Field research results on teacher preparation and elementary and secondary teaching practice are shared. Shortcomings of this teaching model and implications for educational reform are considered. (IAH)

A case-study methodology is used to explore the pedagogical content knowledge of three beginning secondary-school English teachers, all of whom entered teaching with strong literature backgrounds and no teacher education coursework. (IAH)

We examine the role of culture--anthropology's essential concept--in teaching and learning. After providing a brief overview of the application of anthropology to research on teaching and learning, we examine various studies that demonstrate how culture can be understood and used as a resource for teaching and learning. In particular, we focus on…