Mentoring is acknowledged as an essential prerequisite for successful teacher induction, but its effectiveness may vary depending on the mentor's quality of support and the mentee's initial professional beliefs. Focusing on novice teachers' self-efficacy and emotional management, this longitudinal study investigates how constructivist- and…

Recently, numerous news stories have detailed the ways teachers across the country have been disciplined for addressing issues of oppression and justice in their schools. This paper engages poststructural discourse analysis to consider data from a year-long study of recent graduates of a justice-oriented teacher education program during their…

Attention to the core practices of teaching necessitates core pedagogies in teacher preparation. This article outlines the diffusion of one such pedagogy from medical to teacher education. The concept of clinical simulations is outlined through the lens of "signature pedagogies" and their uncertain, engaging, formative qualities.…

The author discusses four goals that can be realistically accomplished through teacher induction programs, while warning that beginning teacher programs cannot be expected to reform education as a whole. (MT)

This article takes the form of a letter to the 44th president of the United States, urging the president to pursue an aggressive agenda to improve teacher quality. The authors assert that because teacher quality is the single most important factor shown to impact student outcomes, the next administration must dedicate resources to human capital…

A study was made of 86 first-year and 79 new-to-the-system teachers to see what assistance the teachers requested and what help was offered by support personnel in response to their perceptions of the teachers' needs. Results are discussed. (MT)

This bibliography lists a few of the journal articles and documents available in the ERIC system on the topic of teacher induction. (MT)

Generally, induction programs focus on the assessment of beginning teachers' skills rather than providing support and assistance. The author proposes a model program which encourages self-evaluation through reflection. (MT)

After a beginning teacher support system had been in place a year, 108 new teachers were asked their reactions to the mentoring program. They perceived the program to be effective. Suggestions for improvement are discussed. (MT)

The authors present their reactions to other articles on teacher induction in the same journal issue, and highlight the possibilities and problems of induction programs. (MT)

This article reports on a large-scale study of beginning teacher programs in two states. The purpose was to describe how certain induction programs affected the transition from student of teaching to teacher. Findings related to program implementation and program effects are summarized, and implications are discussed. (MT)

This article briefly reviews literature on beginning teachers and the need for induction programs. An existing teacher induction program at the University of Wisconsin-Whitewater is described, and results of a study of the program's effectiveness is presented. (MT)

Indicators and characteristics of effective induction systems are described using efforts of the Charlotte-Mecklenburg Schools' Career Development Program as an example. Fundamental changes needed in the way teacher education is conceptualized by school personnel are discussed. (DF)

A period of induction for beginning teachers helps make the transition from student to teacher a smoother process. Current research findings on induction, effectiveness of using research in such programs, and issues worthy of further research are explored. (DF)

The Resident Teacher Program at the University of Oregon College of Education was studied through a survey of graduates. Findings are presented regarding graduates' perceptions of participation factors, training adequacy, benefits, current job satisfaction, and future career plans. (Author/MT)