Student, beginning, and experienced teachers viewed a videotape of a first grade teacher in action. Researchers compared their written responses to questions about classroom management, teacher-student interactions, and use of student knowledge. They found few differences between student and beginning teachers. Experienced teachers better…

Explores what constitutes an explanation for a science teaching event, noting conceptual-analysis-of-teaching and task-analysis approaches. Examples of various categories and distinctions are provided, drawing on data from pre- and postlesson discussions of an experienced teacher's seventh grade science lesson. The Science Teacher Thinking…

Discusses the relationship between teachers' espoused beliefs and beliefs in action, examining two beginning teachers' first-year experiences and the contrasting beliefs they articulated over time. Working conditions strongly affected the teachers. They developed beliefs about teaching and learning during preservice education that were unrelated…

Compared the student-teaching experiences of novice teachers in Japan and the United States to understand similarities and differences in acculturation. Student teachers from one Japanese university and student teachers and beginning teachers from one U.S. university wrote critical incidents summaries that researchers scored and coded. Results…

Novice to expert teachers were tested for ability to judge student comprehension from nonverbal cues. Participants observed classroom videotapes, completed discussions with and without feedback, and made judgments. Experts made more accurate judgments, especially with feedback; were more confident of judgments following feedback; and had holistic…

Presents an account of a teacher's first year of teaching, focusing on her central metaphors for teaching. The metaphor "teacher is buddy" represented a driving force in her thinking about teaching and working in the classroom. The article discusses the benefits of using metaphors as windows into beginning teachers' thinking and…

Underscores the need for mentoring in the challenging, early years of teaching. Addresses one aspect of mentoring: how informal (or "secondary") mentoring can enhance the formal processes that may be in place in many parts of the country. Describes various informal mentoring processes, including classroom observations and informal conversations,…

Focuses on the behaviors and experiences of beginning teachers as they face the task of teaching science on a regular and extended basis for the first time. Finds that experiencing success appeared to be a major contribution to effective science teaching by beginning teachers. (Contains 31 references.) (WRM)

In this paper, we present a case study of a beginning chemistry teacher who enrolled in a project aimed to contribute to the development of teachers' knowledge of models and modelling in science. The project consisted of a series of institutional meetings in combination with an action research project the teacher conducted in her own classes. By…

Being a first-year teacher in New York City is not easy. The author received much of the same preparation and advice that he and his colleagues give their students. But even the best education courses and a positive student teaching experience do not seem to be enough to take the edge off of a year he remembers barely surviving. The author…

Classroom management and effective discipline are skills that all beginning teachers must learn. Classroom management refers to those procedures or routines a teacher uses to maintain a smoothly running classroom; discipline refers to those techniques or strategies a teacher uses to respond to specific acts of student misbehavior. This booklet,…

This document reports on a survey designed to: (1) investigate the findings of a 1988 study on the Kentucky Teacher Intern Program (KTIP); (2) find out if the KTIP still suffers from the problems identified in that study; and (3) examine the reason the program has been changed and a new pilot program initiated. The study data indicated that the…

This guide serves as an introduction to the Professional Development Program for Beginning Vocational Teachers. The program has a research base; its overall goal, as outlined in the guide, is to provide a flexible and adaptable mechanism for beginning vocational teachers to have a smoother transition into the field of teaching. The program…

The purpose of this study was to determine whether varying levels of expertise would produce differences in selected indicators of effective teaching performance. Eighteen elementary physical education teachers were grouped based on stages of pedagogical expertise development as suggested by Berliner (1988). The three groups included…

This paper discusses current and future research on alternative supervisory approaches matched to developmental levels of teachers. The two major questions for research were: (1) Is there an interaction between individual characteristics of teachers and supervisory approach with regard to preference and performance? and (2) Can supervisors acquire…