This descriptive phenomenological study sought to achieve two goals: to deeply understand early career teachers' (ECTs) past and present experiences and how these might impact ECTs' intentions and purposes for participation in an online community, as well as to inform the development of a new online community for ECTs. Five early career elementary…

This study aims to gain a better understanding of the practices of first-year university teachers by considering the distinction between direct instruction and active learning. It is based on the responses of 356 teachers to questions relating to three areas of teaching practice: preparation, implementation and use of digital technology. Principal…

The shortage of teachers, specifically agriculture teachers, has been established and literature shows us why some teachers choose to leave. The question remains, how can we provide induction programs to agriculture teachers that support their unique needs and ultimately retain beginning agriculture teachers in the profession long term? This…

The purpose of this qualitative collective case study was to discover effective induction practices which align with values and characteristics of Generation Z for the purpose of retaining new teachers in Lutheran high schools. The study sought to address teacher shortages by improving the retention of new teachers through the implementation of…

Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students of color and white peers, culturally responsive teaching seems ideal for mitigating this disparity.…

Previous research indicates that beginning teachers are not fully prepared for what awaits them in the workforce. This study highlights the value of partnerships among higher education providers, schools and employers and links the experiences of beginning teachers to initial teacher education (ITE). Real-life experiences from the field provide…

Early career special educators must be engaged in conversations with developers of preservice teacher preparation programs to co-construct initial teacher education programs which meet their needs. The process of listening to the teachers themselves could serve to ensure that teachers are an explicit element of program design. This article…

This monograph surveys the literature and provides a broad understanding of the concept of mentoring and of the application of mentoring to teaching. A synthesis is presented of the research on mentoring, including an explication of the origin, value, and essence of the mentoring concept; the rationale for mentoring beginning teachers; and…

Teacher induction may be defined as the period of transition from student to professional when beginning teachers need supervision and support to adjust to their new roles. Concerns within the profession about the large numbers of beginning teachers leaving the profession during their first 2 years as well as innovative reforms origination from…

This article provides a rationale for new types of teacher induction programs, a description of an innovative small-group process that provides beginning teachers with peer support, and a brief summary of quantitative and qualitative results obtained from implementing support groups for novice teachers. (IAH)

The West Virginia Department of Education mandated that each county create an induction program for beginning teachers to begin in the fall of 1991. Although state guidelines suggested certain common elements, each county would set up its own program to meet the needs of teachers in that county. Because a rich source of information for program…

Novice teachers often face personal and professional stresses during their first year of teaching because of lack of experience, support, and guidance. In response to these problems, Wayne State College, 2 Nebraska Educational Service Units, and 37 local school districts in Northeast Nebraska entered into a partnership designed expressly to be an…

This study examined the perceptions of experienced teachers who had taken on formal roles as mentor teachers. Case studies were developed for each of 10 participants, of whom 7 were neophyte mentors. Each mentor was interviewed four times throughout the school year, while their mentees were each interviewed twice. Mentors were also observed in the…