Dispelling the myth that beginning teachers are fully equipped to handle the demands of their professions begins by acknowledging that the first months and years of teaching are full of pain, confusion, loneliness, and often humiliation. Schools can help by fostering beginner peer groups and encouraging early professional development and…

Teachers assigned to teach on an emergency credential are severely challenged by inadequate understanding of classroom management techniques and instructional methods. Also, California's Beginning Teacher Support and Assessment Program is not available to these teachers. This article outlines criteria for principals to include in an inservice…

Whereas much research attention has been given to the induction stage of beginning schoolteachers worldwide, there is a limited knowledge base on the experiences of new kindergarten teachers at this stage, despite the different work tasks and contexts of both groups of teachers. Based on semi-structured interviews with 15 Israeli kindergarten…

Mentoring programs for beginning teachers are designed to retain good teachers by providing them with psychological support and instructional assistance and introducing them to the cultures of the school and the district. Being a mentor also figures prominently in veteran teachers' professional development. An examination of the literature reveals…

Condensed from "The Bulletin of the National Association of Secondary School Principals, Volume 52 (October 1968), 130-35.

Procedures used in six Australian primary schools for the induction of beginning teachers to their profession are summarily described. Induction into the schools was in each case a cooperative process which was much more than an orientation period and normally involved one person being most closely associated with the new teacher, but in which the…

A study examined how new teachers become socialized into their profession and how this socialization process affects their attitudes toward professional autonomy. A pretest-posttest correlation design was used to investigate the effects of both organizational evaluators' attitudes and prevailing school-staff climate on teacher attitudes toward…

Outlines how the principal can help the beginning teacher in six areas: achieving status with peers, gaining the principal's attention, becoming oriented, making a unique contribution to the school, growing personally and professionally, and associating socially with peers. (Author/JM)

Teach for America, the recent private reincarnation of the 1960s Teacher Corps, sends college graduates to teach for two years in understaffed schools. One TFA participant warns those planning President Clinton's national service program that eight weeks of training is insufficient to train competent teachers. Unless teachers are smartly selected,…

BRIEF LITERATURE SURVEYS COVER JOURNAL ARTICLES AND DISSERTATIONS IN FIVE FIELDS--(1) PROBLEMS OF STUDENT TEACHERS, (2) FOLLOWUP STUDIES OF 1ST-YEAR TEACHERS, (3) VALUE OF STUDENT TEACHING AS SEEN BY STUDENT TEACHERS, TEACHERS, AND ADMINISTRATORS, (4) CHANGES DURING STUDENT TEACHING AS MEASURED BY PRETESTS AND POST-TESTS, AND (5) NEEDED RESEARCH…

Explores and examines the theoretical roots of supervisory practice with regard to field experiences in teacher education. Contends that most approaches to supervision are rooted in paradigms reflecting the perspectives of positivism, phenomenology, and critical theory. (MLF)

Considers three aspects of support offered by principals and reading supervisors to beginning teachers: instructional models, instructional materials, and mentoring. Argues that providing support for beginning teachers (particularly those using literature-based instruction) should not be left to chance but requires conscious effort and planning.…

Reviews the literature related to the specific needs of beginning science teachers. Features programs and practices designed to support beginning teachers. Contains 32 references. (WRM)

This article describes collaborative efforts to frame university teacher preparation program activities within transfer of learning and transformative learning theories to promote teacher leadership. Specifically, we describe (a) a community sponsored, public school, campus-based experience during an introductory teacher preparation course; (b) a…