This paper examines how early career teachers cope with or manage the challenges that they experience during the transition from pre-service to the first and then the second year of teaching as they seek to establish stable, positive, professional identities and teach effectively in various school and policy contexts. Findings from three waves of…

This article describes findings from a qualitative, practically-focused study of how novice teachers perceive the relevance and effectiveness of their teacher preparation coursework. Interviews and focus groups were conducted with fourteen teachers at two highly diverse elementary schools in an urban area. Participating teachers were in their…

The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the…

Purpose: In this paper, the author extends the current research on standardized performance assessments in preservice education by moving with novice teachers from their student teaching experiences into their first years as fully certified classroom teachers. Here, the author draws on scholarship that conceptualizes literacies as performative…

This article presents evidence from across the segregated secondary school system in NSW, Australia, through the close analysis of three cases of teachers' work in contrasting schooling contexts. Through this comparative approach, the relationship between school context and the work of the early career teacher is foregrounded, troubling views of…

High demand for suitably qualified, high-quality science teachers is undermined by elevated teacher burnout/attrition rates within the early years of teaching. Effective emotion management can alleviate feelings of burnout and is also linked theoretically to sustaining positive social bonds. Scant attention has been directed at the importance of…

The first three years for new teachers can be quite challenging. Several school districts have induction programs to help these teachers develop their efficacies and remain in the classrooms. One of the main attributes of induction is mentoring. The purpose of this phenomenological study was to examine the relationship between mentoring and…

Mentoring programs were designed to increase the quality of teaching and to improve student success while giving support to beginning teachers. Yet, one of the main reasons why beginning teachers leave is because of the lack of support from the school. The purpose of this study was to determine if there was a relationship between beginning…

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors…

Initial teacher education (ITE) often leaves teachers underprepared for becoming moral teachers. This paper draws upon two UK studies of student teachers, newly qualified teachers and experienced teachers (n = 254) to find out (1) what they think is involved in being a moral teacher (2), how they think that their ITE had prepared them to become a…

The learning curve on how to become a Teaching Assistant (TA) can be rather steep. In this paper, the authors explore three areas they wish they were advised in prior to beginning their teaching careers. The lessons are centered on balancing expectations and responsibilities in the following areas: 1) prioritizing their own work and research over…

This study investigates the role of educative mentors as three novices learn to teach, following them from their yearlong student teaching (2015-2016) through their first year teaching (2016-2017). During student teaching, each novice was paired with a mentor teacher who received preparation and support in the form of monthly professional…

The current global focus on quality teacher preparation and expectations for profession-ready pre-service teachers when entering the workforce turns attention to their first assignments. Complex employment conditions affect new teachers' preparedness and confidence. The challenge for education leaders who seek to improve the quality of initial…

This study is centered on one English language arts (ELA) preservice teacher's development of her critical pedagogical discourses (CPD) with the contextual discourses of a school placement for preservice teaching and later shift to a full-time teacher before the placement was complete during a pandemic and in the midst of implementing online…

The purpose of this study was to examine engineering university professors' teaching identity formation as a result of their experiences derived from their teaching practices. We used the position of cultural psychology and conception of identity in the practice of Wenger (2001). The stories of ten engineering professors from a Mexican university…