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)

The University of Maine redesigned its teacher preparation program to emphasize field experiences, occurring every semester, that gradually socialize students into the teacher role, provide a support system for preservice teachers, and lessen the transitional shock often suffered by beginning teachers. Student comments are included. (SV)

Discusses personal practical knowledge, its role in image making, and teaching practices. Describes images' role in two interns' classroom practices. On-site field notes and interview data suggest how images, such as "classroom as community," function in classroom teachers' lives. Images can be played out differently in classroom…

This longitudinal study compared 66 beginning elementary teachers who had traditional teacher preparation backgrounds to 58 elementary intern teachers who were prepared via alternative certification programs. This comparison of California teachers was designed to determine patterns of development with regard to classroom performance and teacher…

Professional Development Schools (PDSs) can potentially affect the quality of teaching and learning of students in Grades K-16. The authors describe the collaborations among teacher education, arts and science, and K-12 classroom teacher faculties involved in a 5-year PDS partnership at Kansas State University. A 15-member language arts team…

As the public relations industry changes, so should public relations courses and their content. These changes especially are important for internship programs, which should be subject to periodic assessment and modifications. Crucial questions concerning internships include: (1) What kind of credit should be given to students, faculty and site…

The benefits derived from an internship program within a college or university graduate education classroom are discussed, as well as the program's development and operation. Benefits from such a program are viewed as affecting both the institution and the interns themselves. The institution is provided with extra staff, along with their fresh…

A gap exists between talk about teaching that is featured in most preservice teacher education and the working knowledge and problem-solving expertise that characterize skilled teaching. This gap exists because typical teacher training does not embody the principles of modeling, coaching, scaffolding, articulation, and reflection. Three methods…

This study examined the effectiveness of a fifth-year teacher preparation program that included a year-long internship as preparation for the first full year of full-time teaching. Subjects for the study were nine first-year teachers who had completed the year-long internship as part of their certification program and were subsequently employed as…

The study group of five teachers who examined aspects of the Kentucky Beginning Teacher Internship program developed this guide for beginning teachers. Members of the group (3 resource teachers and 2 first-year teachers) surveyed a random sample of 234 interns to assess their opinions about the internship program and to aggregate advice they would…

This casebook provides candid descriptions of teachers who enter the profession with no previous teacher preparation. The cases describe how a group of novice teachers faced the problems of transforming content knowledge into accessable units of instruction for teenagers in inner-city schools. The vignettes are grouped according to specific kinds…

This paper discusses the role of imagination, experience, and narrative recounting of practical events in the education of novice teachers. The narrative study of experience connects autobiography to action and intentional future; it connects these to social history and direction; and it links the pluralistic extremes of formalism to the…

To determine significant influences on the career choices of graduates of the Stanford Teacher Education Program (STEP), a three-page survey was mailed to all members of five recent graduating classes (1983 through 1987). These five classes consisted of 262 individuals, of whom 243 persons could be reached. A total of 132 female and 65 male…

This study investigated differences in internship activities engaged in by subjects completing three different culminating field experiences and differences in attitudes held by the subjects toward various aspects of school personnel and school students. The three programs were: the traditional 10-12 weeks of student teaching; a phased nine-month…

Intervention activities in reading and language arts, designed and implemented by the Teacher Corps program at Holland Elementary School (Springfield, Ohio), are described and evaluated. Activities performed by teacher interns included introducing and distributing books; reading stories and poems; constructing learning centers; and planning and…