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…

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,…

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…

The "Portfolio Process in Professional Development" is a competency based teacher education program recently mandated by the Florida State Board of Education as the central element of the Florida Beginning Teacher Program. It involves a probationary year of supervised teaching for the beginning teacher before certification is granted. This model…

This document outlines the development of a program that would extend teacher training to include a fifth year of internship. A dual continuum of training is suggested. The first portion is designed to help the beginning teacher develop an adequate sense of self, poise, and a secure assurance that the classroom, pupils, and supervisors do not…

A followup study of beginning secondary school teachers was conducted to determine the nature and extent of their involvement in professional continuing education activities and their attitudes toward their experiences in these activities. Thirty-four beginning teachers were interviewed at the end of their first year of teaching and again at the…

The application and selection processes involved in filling a full-time assistant professor position at a small liberal arts college are discussed, as are the results of a survey returned by 64 undergraduate departments that undertook a search for a similar position during the 1995-1996 academic year. The survey involved departments that offered…

These case studies show how to improve the pre-service teaching experience by mentoring cooperating teachers. The case studies come from a Professional Development School (PDS) involving a large university and small secondary school. A system of "super cooperating teachers" was implemented in the PDS to accommodate all of the student teachers at…