Examined how beginning teachers experienced their professional socialization during the induction phase and how they were confronted with the micropolitical realities of school during induction. Data from personal narratives, surveys, and interviews with Flemish elementary teachers revealed five categories of professional interests (material…

Using data from a teacher socialization study, the paper explores connections between workplace relations and teacher development. Conversations with 13 beginning Ontario teachers regarding psychosocial development, caring communities, and collegiality are the basis of discussions of formalized induction programs, institutionally imposed…

Reports a study that examined and considered improvements to supervision of Canadian beginning teachers during the three-year transition phase into formal teaching. Existing supervisory practice, as determined by a survey, was compared to that recommended in the literature. Results suggest a need for strong, collaborative supervision efforts…

The socialization of teachers is discussed with reference to personal and structural influences of the classroom, the institution, the society, and the teachers' own recollections of experiences as pupils in schools and as students in teacher education. Structural influences at the classroom level are of major importance. (Author/MT)

Presents data from surveys and interviews with 129 beginning secondary teachers (trained, untrained, and partially trained) and a survey of school principals in Hong Kong. Differences between trained and untrained groups indicated a need for preservice training and induction for all beginning teachers. (SM)

Examines the dynamic process of "recherche" on new teacher learning, presenting collaborative research as a shared quest for understanding by participant and researcher. Describes reflective, interpretive research and reveals how the life histories of three new teachers, provided via their reflections upon their first months of teaching,…

Followed an elementary teacher during her transition from preservice to inservice teaching, examining influences on her science teaching efficacy beliefs. Data from teacher interviews, observations, and journal writings indicated that mastery experience and verbal and other forms of social persuasion were the major sources of influence for…

Studying and understanding classrooms narratively allows researchers to see the unities, continuities, and rhythms in the whole which cannot be discovered by analyzing parts. Narrative links educations to other aspects of the study of human experience and adds insight to the process of becoming a teacher. (MT)

This case study documents the experiences of a first-year teacher in a small Aboriginal community in Canada, describing the ways in which she developed and modified her beliefs about teaching in order to create a sense of self-efficacy in the cross-cultural classroom. (IAH)

Describes one mentor teacher's development in understanding the influence of instructional context on her ability to successfully mentor, comparing patterns identified to novice teachers' developmental stages. Results reveal that learning to mentor is a conscious process of induction into a different teaching context and does not emerge naturally…

Researchers investigated the effects and outcomes of two induction models used with novice teachers. Teachers participated in either a structured induction team approach or a loose buddy system. Data on teaching skills, model benefits, and changes in teacher attitudes supported the need for structured induction programs for novice teachers. (SM)

Interviewed beginning teachers to examine their experiences and the extent to which their preservice programs adequately prepared them for teaching. Results revealed six conceptual and temporal states through which they passed during their initial experiences: archetype; approaching the gates; clearing the gates; the gloss wears off;…

How beginning teachers organize instruction and the reasons for their decisions were explored. Four first-year teachers, two in science and two in reading, teaching sixth and eight grades, were observed and interviewed. Findings revealed substantial differences. Factors contributing to these differences are discussed. (Author/MT)

Investigated the relationship between Lebanese teachers' characteristics, personal and general teacher efficacy, and perception of teaching concerns. Surveys indicated that experience and personal efficacy related negatively to perceptions of teaching concerns. Gender, grade level taught, and general efficacy did not relate to perceptions of any…

To determine the effects of teaching experience on changes in accuracy of teachers' recall of their own and their students' specific classroom behaviors during teaching, researchers observed and interviewed elementary teachers with a range of experiences. Results suggested that teachers progressed in thoroughness of recall along different paths…