Argues that teacher education can be improved by making it more available to more experienced, older students. Asserts that those students who have reached higher developmental stages generally do better as trainees and as practicing teachers. (SK)

Draws insights from social sciences for beginning teacher induction: (1) from sociology, adult selection of socializing agent and phases of newcomer behavior; (2) from anthropology, rites of passage; and (3) from psychology, encouraging formal operational thought and beginning new adult psychosocial stages. (SK)