Paper reviews a collection of essays on the experiences of beginning teachers. The essays were written mainly by English and elementary school teachers after many years of successful teaching. All of the authors became effective career teachers. The authors write about the rewards of affecting and changing lives. (SM)

A teacher remembers the Ohio State University Laboratory High School in the 1930s. Teachers were university faculty with at least a master's degree. Programs were experimental and interesting. Students and teachers were close. Students, realizing their unique schooling, published a book concerning their experiences, calling themselves the Guinea…

A former student remembers H. Gordon Hullfish's teaching as centering on the learner's ideas and values. Hullfish believed that the purpose of the classroom was to increase the opportunity for young people to participate in reflective activities. He felt that education should transform the social order. (SM)

An author reflects on how she prepared a higher education law text to bridge the gap between litigation and administration, scholar and practitioner. Major themes and issues formed the text's core with the most significant cases recommended by colleagues included. The book is intended for classroom use, not legal counsel. (SM)

Teacher education programs should be based on a developmental process that individualizes professional learning and continues long enough to produce well-qualified professionals. This process could enable a carefully selected individual to become initially qualified enough to survive the early pressures and to serve for many years as a truly…

A teacher educator reflects on how her beliefs and practices about the facilitator's role in teacher education were shaped by participation in an elementary teachers' study group. Issues examined include sharing ideas and expertise, establishing credibility and shared vulnerability, negotiating personal and group agendas, and becoming a learning…

This paper draws from theorists in critical pedagogy and cultural studies in order to name and then trace the re-inscription and circulation of normative whiteness in geographically isolated rural communities. The paper examines a particular rural Canadian maritime community where my role as teacher-educator and my commitment to developing…

Discusses the importance of teaching teachers to value the spirit of caring in classroom management and conflict resolution. The paper notes the advantages of including case studies and narrative teaching methods in teacher education programs and presents a narrative account based on an actual incident of classroom conflict. (SM)

A Caucasian teacher reflects on her experiences over the years of being part of and then teaching within diverse student populations, explaining what it feels like to be white in a world so worried about, yet so often unfair to, people of color. (SM)

The author relates his experiences in the undergraduate teacher education program at one of only two public higher education institutions open to Blacks at the time. The curriculum is described, and his experiences during student teaching and his first teaching jobs are detailed. (IAH)

A retired professor of English education recalls the challenge her student teachers faced at urban junior high school with reading norms two years below average. The student teachers based their instructional program on the particular characteristics of their students' lives and homes, rather than on formal learning theories, and brought the…

Student teachers can become obsessed with classroom management issues if preservice programs do not prepare them adequately for classroom realities. The paper looks at one student teacher's struggle with classroom management issues and recommends teaching student teachers management issues and providing corresponding opportunities to experience…

This review of "Teacher Lore," a book of essays, highlights what teacher lore is, teachers' stories and ideas, and learning from teacher lore. The book invites teachers to look searchingly into their daily practice in order to understand the mystery and intangibles of teaching. It is recommended for preservice and inservice teachers. (SM)

African-American teacher educator describes her educational experiences. Though elementary school peers and teachers were predominantly African-American, there was no focus on African-American history and diversity. Her secondary and postsecondary years in predominantly white schools showed her the need for multicultural education and helped shape…

Paper examines how one teacher conceived of classroom authority during three phases of his educational experience (student teaching, graduate school, and university teaching), suggesting that teacher educators must incorporate serious discussions about the nature of authority in the same way that K-12 teachers ought to question how they enact…