This book presents 36 case studies, based on data gathered from first-year teachers throughout the country, that provide direct involvement with some of the most common and important experiences new teachers face. By typing together practice and theory in the study of real problems, prospective teachers will be able to: (1) identify and use major…

This paper reports data from a program of research examining how teachers learn the practical, professional knowledge of teaching. Data collection focused on interviews with teachers immediately following a period of classroom observation. Interviews were spaced at monthly intervals when possible. The 15 participants included teachers in training,…

Pertinent questions are raised which challenge the appropriateness of the student teaching experience. Research studies have shown that many beginning teachers found great difference between the more protected experience of student teaching and the real world of the beginning teacher who takes on the full responsibilities of the classroom. Future…

Issues are discussed that graduate students may want to consider before seeking positions at small colleges. The discussion is based on perspectives gained from about 50 interviews as well as 50-60 resumes received from graduate students in psychology. Attention is directed to: enculturation of graduate school norms and their relation to job…

The drop-out rate of new vocational agriculture teachers and the necessity of a method to determine problem areas that affect the success of beginning teachers were two important concerns of the Southern Research Conference in Agricultural Education. Therefore, a study was conducted to determine what, if any, changes need to be made by teacher…

The theory that there are stages in teachers' professional development suggests that those who aim to stimulate or support that growth must be sensitive to the stage each teacher is in. Three stages of development are described: the survival or beginning teacher stage; the middle stage, characterized by an increasing sense of comfort in the…

The constant state of "simply making it through the day" for many beginning teachers affects their physical and mental well-being, and impacts their decision to stay in the field of education. Given the seriousness of teacher burnout, it behooves school systems to provide an induction experience for beginning teachers that will contribute to their…

Data were collected on attitude changes, perceptions of problems, and instructional behavior of elementary and secondary school teachers as they gained teaching experience. Subjects were chosen when they were student teachers at Western Kentucky University and sampling was continued over six years. Needs of beginning teachers are noted. (PP)

Uses journal entries to trace a student teacher's professional development during her student teaching assignment. These entries address a number of issues, including team teaching, decision making, consistency with students, lesson and curriculum planning, and classroom discipline. Includes a series of suggested poststudent teaching activities.…

Describes Wilson's experience in Ithaca College's Teaching Apprenticeship in Writing, a program that introduces teaching apprentices to the instructional process and pairs them with professor mentors. (VWC)

A beginning teacher appointed to a remote Aboriginal school in the Northern Territory (Australia) describes experiences that led him to question his worth as a teacher, including social and professional isolation, his idealistic expectations of becoming a teacher, and difficulties in teaching students of various ages and academic levels. (LP)

Analyzes the influence of industrial metaphors in education and teacher education, arguing that education renewal requires new metaphors that represent teacher-student relationships differently from those associated with discipline and management. An approach to preservice education that analyzes teaching metaphors to explore beginning teacher…

Analysis of current Australian educational policy and practice and interviews with 24 teachers newly appointed to small rural schools in Australia indicates a need for specialized training for rural teachers and the development of specific rural staffing policies and selection practices. (LP)

Study compared classroom performance of novice, advanced beginner, and expert teachers, examining subject matter knowledge and delivery, educational connoisseurship, nonverbal behavior, and systematic observation. Results indicate teachers without pedagogical training are less able to keep students on task, provide appropriate feedback, deliver…

Sixteen expert, beginning, and novice teachers, who simultaneously viewed three videotapes showing junior high school science work groups, expressed their thoughts and answered questions about classroom management and instruction. Differences among the groups in terms of perceptions, monitoring, and understanding of classroom events illustrate the…