In the immediate aftermath of the WHO's COVID-19 pandemic declaration, school district administrators and teachers hurried to shift their classrooms to alternative modalities. In a matter of weeks, schools across the country transitioned entire components of their institutions to new platforms, with little guidance from state and federal…

Rachel Malchow Lloyd describes the wonderful and quite natural potential for a team of teachers, through their professional conversations and routine planning, to model for less experienced teachers how to prepare for instruction, how to assess its effect, and how to assume a professional stance consistently in the daily execution of…

Novice secondary mathematics teachers attempting teaching consonant with the National Council of Teachers of Mathematics (1991, 2007) "Professional Standards for Teaching Mathematics" experience many stresses related to their attempts at student-centered instruction; prominent among those were novices' challenges when orchestrating…

Teachers today are expected to meet the diverse needs of all of their students and know an array of instructional methods, which requires continual professional development (Darling-Hammond 1998). Darling-Hammond (1998, 7) stated that the "strongest predictor of student achievement is the percentage of well-qualified teachers in a school,…

Compared with many European countries, Finland has a shorter history of immigration. During the last 20?years, Finland has become a more multicultural society. Together with rising levels of immigration, teachers' concerns regarding how to manage an increasingly diverse school population have arisen. There are an increasing number of students with…

The current article provides a perspective on the day-to-day challenges that a group of new teachers experienced as they adopted more student-centred approaches to teaching. Three semi-structured interviews were conducted over two years with 11 new teachers from a range of higher education institutions and subject disciplines. The analysis used…

This research study investigates the experiences of four novice English teachers as they transitioned from their first to their second year teaching. Data were obtained through one-on-one interviews, a focus group discussion, observations, and document review. It was found that although these teachers graduated from the same teacher education…

It is estimated that 50% of beginning teachers leave the profession within the first five years on the job (Murnane, Singer, Willett, Kemple, & Olsen, 1991; Colbert & Wolff, 1992; Ingersoll, 2003b; Schlechty & Vance, 1981). When teachers depart, they take with them their knowledge of instructional techniques, students' learning styles, and…

Currently in the United States, an estimated 30% of new teachers leave the profession within three years. One way to increase the retention rate is to train constituents involved in the student teaching experience, a crucial experience wherein a cooperating teacher mentors the intern who ostensibly learns to navigate all facets of the teaching…

This case study examines the growth of Chris, a novice string teacher who, after two years of near-failing evaluations, successfully received tenure following his third year of teaching. Observations and interviews with Chris and his supervisors and mentors provided varied perspectives on his progress. Improvement came during the third year, when…

Underscores the need for mentoring in the challenging, early years of teaching. Addresses one aspect of mentoring: how informal (or "secondary") mentoring can enhance the formal processes that may be in place in many parts of the country. Describes various informal mentoring processes, including classroom observations and informal conversations,…

Scotland has a new system of teacher induction, introduced in 2002. Whilst recognising the many benefits for newly qualified teachers, we aim to explore some of the real experiences of teachers in the new system. This article recognises the power relationships involved and therefore aims to allow the submerged voices of probationer teachers to be…

Describes a first-year teacher's efforts to become a teacher and her experiences of the complex relationships among control, subject matter, and teaching. The article stresses the importance of the institutional context within which the beginner works, noting her relationship with her department head and mentor. (SM)

The framework for teaching described in this book is based on PRAXIS III: Classroom Performance Assessments criteria developed by the Educational Testing Service. This framework identifies those aspects of a teacher's responsibilities that have been documented through empirical studies and theoretical research as promoting improved student…

Presents the "Teaching Journal" as a component of the Teaching Apprenticeship in Expository Writing course offered by Ithaca College. The professor mentor and the teaching apprentice write independently about their weekly classroom observations, opinions, questions, and concerns. This process offers apprentices teaching experience and…