This two-year longitudinal study explores how an earlier international teaching experience influences the way six newly qualified teachers perceive their current teaching practice and professional self-understanding during personally significant experiences. The concept of an experiential continuum, a key concept in these findings, suggests that…

The purpose of this collective case study was to understand the nature of planning and the influences on planning among intern and novice teachers in Illinois. Sixteen intern teachers and 15 novice teachers participated in reflections, focus group interviews, and individual interviews. In regard to the nature of planning, both intern and novice…

This study examined the relationships between self-concepts of beginning teachers as measured before and after internship experiences with mentors. The expectations and attitudes of 138 beginning teachers participating in the Indiana Beginning Teacher Internship Program were sought before and after participation. Instruments used in the study were…

This paper describes the key elements of a model evaluation of beginning teacher programs in a large urban school district. Over a year and a half, evaluators conducted studies of the effectiveness of these programs, some of which were still in progress. This paper reports on the elements used in each study and analyzes the usefulness of each…

Of 260,000 California public-school teachers, 38,000 (12 percent) have emergency credentials or subject-area waivers. The Lancaster School District has acted upon research indicators and teachers' needs by developing a multi-level teacher training support system. Pre-intern, intern, and beginning-teacher program facets are discussed. (MLH)

A report is given of findings from a study of beginning teachers' development of "knowledge-in-action," Schon's (1983) term for knowledge that is apparent in a professional's day-to-day actions. Participants were observed and interviewed frequently during their practice teaching placements. Transcripts of lessons and interviews were prepared for…

Explains how an understanding of the developmental stages of teachers can help in designing collaborative induction-year internship programs for orienting beginning teachers to classroom realities, and describes developmental sequences (microphases) that occurred while observing beginning teachers in a year-long collaborative university-school…

This summary report on the Study of Induction Programs for Beginning Teachers offers insights on the findings of the study. Two kinds of programs were studied: preservice internship programs, and induction programs. A discussion is given on what the study revealed about the experiences of beginning teachers in the transition period from students…

In this first of four volumes reporting the findings of the study of induction programs for beginning teachers, the problems and issues covered by the study are discussed. A description is given of the methodology used in the study, and a series of recommendations for teacher educators and policymakers are offered. In the first chapter, the human…

Reports a study that examined the types and amounts of assistance desired by beginning teachers. Surveys of beginning secondary teachers suggest that mentors must consider beginning teachers' desires when determining the types and amounts of assistance provided. Data support the need to vary the quantity and type of assistance for novices. (SM)

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 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…

This paper describes the impact on preservice teachers of an education course entitled "Teacher as Change Agent" which was inaugurated in 1991 at Union College (Schenectady, New York). The course represents a concerted effort to help beginning teachers bridge the gap between the real and ideal in public education without losing their…

A proposal is made for a program focusing on the transition period between preservice and inservice teacher education. The first phase of the program would be attainment of a strong liberal arts background, culminating in a B. A. degree, containing little or no pedagogical theory or practice. The second, or training phase, would consist of an…

Interviews with five beginning teachers in a one-year Alberta internship program revealed that the relationship between intern and supervising teacher determined the intern's identity and status and whether the experience promoted professional development. Interns believed that internship should be integrated into preservice teacher education.…