Discusses the problems encountered by entry-level teachers as they lose contact with the university and its support systems. Examines entry-level teacher preparation, advocating extensive supervised microteaching prior to the extended student-teaching semester. Proposes that master teachers serve as models, supervisors, and advisors to beginning…

This article describes the Doane College developmental teacher education program. It is based on the school's teacher warranty and induction program which is a response to teacher effectiveness research. (MT)

A three-year study of 393 beginning teachers' scores on the Teacher Performance Assessment Instruments was made to determine whether significant relationships existed between training and experience variables and beginning teacher performance. The authors discuss implications of the findings for teacher education and certification policies. (MT)

Common sense cannot and must not serve as the basis for professional practice. It is an inadequate approach to understanding the workings of the school bureaucracy and counterproductive in efforts to foster student learning. The great challenge to teacher educators is not to miss present opportunities to upgrade teacher education. (MT)

This book is comprised of 14 papers developed for the New Faculty Project, a career development project for college faculty. Papers are grouped into sections which address orientation and settling in of new faculty; how faculty members get established within the institution; and how faculty build institutional supports. The papers are: (1) "Being…

Suggests steps for a teacher preparing to teach a technical writing course for the first time. Stresses materials with which the teacher should be familiar and the need for making contacts with local people in business and industry as well as with faculty members. (TJ)

Investigates what novice teachers think has an impact on their confidence to teach science and technology. Findings indicate that preservice methodology, practicum units, and teaching science and technology during the first year were important considerations and that constructivism as a learning theory that could impact teaching and learning…

Describes a study of new lecturers' experience of formal and informal induction processes into a university, based on experiences at Brunel University (United Kingdom). Discusses information about known routines and habits versus peer relations and collegiality, and suggests that programs take into account variations in lecturers' approach to…

Describes the results of a study of how four new teachers framed and interpreted their daily concerns during their first year teaching. Examines several collective themes that emerge from discussions and interviews. Presents an episode from each teacher's classroom. Explains how the results of the research are being used to refine a teacher…

The author of EC 604 973 comments on his case study of a first-year teacher with a learning disability. These reflections focus on the emotions of the first-year subject, the use of the case study approach, and methods of assisting teachers with learning disabilities in the workplace. (JDD)

Argues for the importance of mentoring women for academic success, including tenure and promotions. Describes the difficulties faced by women trying to achieve success in the academic world. Outlines the features of successful mentoring programs for women educators. (HB)

A science education professor reflects on the help of his mentor throughout his career. The mentor provided support and confidence during his first semester, helped him establish a publishing and grant program, and offered guidance. The article recommends mentorship programs for new professors. (SM)

Shares personal experiences as a writing teacher, including advice he received and advice he now gives to beginning teachers. (MG)

The author reflects on the process of assembling an evaluation dossier after a year as an assistant professor that examined questions of quality related to the traditional evaluation categories of teaching, research and service by performing a critically reflexive self-assessment exercise that applied action-research methodology of appreciative…

Presents a personal account of one individual's transition from graduate school at a research university to teaching at a small college. Describes her ideas about the hiring process. Discusses how she adjusted to her new career. Considers problems encountered and how she works through those problems. (SC)