Analyzes the teaching portfolios of eight novice geography teachers focusing on how useful portfolios are for teacher development, what the portfolios reveal about their teaching philosophies, what can be learned about the experience of novice teachers, and the extent of discipline-specific material present in the portfolios. (CMK)

Focuses on the aims and contents linked to the teaching and learning of the concept of democracy at the junior secondary school level in Botswana. Examines whether social studies teachers (n=72) met their objectives for teaching democracy and the challenges they faced. Includes references. (CMK)

Argues that the mentoring process can help to prevent new teachers from leaving the teaching profession. Explains that mentoring programs that focus on training, support, and retention can help create an environment that fosters psychological and cognitive growth. Adds that these programs can also be used as recruiting tools. (Contains eight…

A college professor enjoys her class in Appalachian literature for adults 55 and over. Seniors are closer to rural life and nature than most contemporary students, and because they can often comment on how life experiences relate to the topics in Appalachian literature, they are actively engaged in the learning process. They ask questions; they…

Focuses on the experience of student teaching experience for future music educators. Discusses the importance of the student teaching placement, critical in determining a successful experience. Addresses the challenges during the transition from student to teacher. Provides stories about the student teaching experiences of Susan, Samantha, and…

This study focused on three areas of supply teachers' (N=20) experiences: their background and views about the job; how they negotiated their first meetings with new classes; and their response to inappropriate behavior. The disadvantages of supply teaching cited by these teachers outweighed advantages cited by two to one. (IAH)

Qualitative differences between 24 expert teachers and 24 novice teachers in think-aloud protocols related to solving classroom discipline problems were investigated. Results suggest that expert teachers have procedural plans for solving discipline problems and are able to put more attention into defining the problem than are novice teachers. (SLD)

This article presents results of a study of teacher/coaches in six high schools and focuses on the process by which people become high school coaches. Occupational choice, professional socialization, and organizational socialization are examined, using qualitative data based on observation, informal discussion, and in-depth interviews. (IAH)

This article discusses substitute teaching in urban and suburban schools, discipline problems encountered by substitute teachers, and creative solutions devised by some of these teachers for the academic and behavior problems they face. (IAH)

Teacher educators must concentrate on helping the individual teacher revise his or her professional self-identity and become artistically empowered, despite the frustrating role-constraints to be encountered along the way. Teaching artists need assistance in acquiring the understandings and skills of political interaction. Implications for…

An investigation of the thoughts and actions of a small number of expert teachers (N=3) and novice student teachers (N=3) is described. Differences between the two groups are analyzed from the perspectives of teaching as a complex cognitive skill and improvisational performance. Recommendations for teacher education practice are offered. (IAH)

Observation of 10 primary school student teachers through a field experience affiliated with their one-year postgraduate training course revealed that, although the subjects differed in their conceptualization and reflection of practice, they typically progressed through three stages involving fitting in, passing assessment, and exploring.…

This article summarizes research findings related to teacher burnout, examines the literature on induction programs, proposes ways in which an induction program can be an effective means of reducing stress and burnout for the purpose of retaining beginning teachers, and describes a seminar developed as part of an induction program. (IAH)

This article reports results of a comparative study of 332 undergraduate teacher education students and 382 experienced classroom teachers. Teaching beliefs and orientations are compared and contrasted. Also examined are the relationship between years of classroom experience and teachers' opinions and beliefs about teaching. (IAH)

The emotional experience of one teacher was studied in depth using phenomenological interviews and participant observation. The teacher experienced a variety of emotions generated when the instructional dynamics of the lesson were congruent or incongruent with his professional practical knowledge, and a compelling emotional state of "being a…