This qualitative interview study examined mentor and intern relationships in one state-mandated beginning teacher internship program. Interviews with mentors and interns indicated that they jointly constructed their relationships. The relationships were undergirded by mutual respect and trust. Interns needed mentors who mainly supported them as…

When school and college faculty are jointly responsible for new teacher induction, issues of control and status that may jeopardize collaboration can be more easily resolved. Well-designed internships last at least one year and feature interns clustered as a group and assigned to a school rather than to one teacher. (IAH)

Examines four stages of socialization that influence beliefs, behaviors, and perspectives of prospective teachers (pretraining, preservice, field experiences, and induction) and supports the notion that a dialectical process exists during the four stages--a contest between societal expectations and the individual inclinations of prospective…

Using data from a teacher socialization study, the paper explores connections between workplace relations and teacher development. Conversations with 13 beginning Ontario teachers regarding psychosocial development, caring communities, and collegiality are the basis of discussions of formalized induction programs, institutionally imposed…

Nine articles in this theme issue discuss the fundamentals of good teaching, motivating students, how to become a successful teacher, teacher influence, the importance of setting long-range goals, the need for emphasis on thinking and writing skills, effective laboratory teaching, and surviving the first year of teaching. (JOW)

Describes Kean University's new faculty mentoring program. Delineates a four-component model: new faculty are assigned to a qualified mentor, protege-mentor pairs are required to have regular developmental meetings, mentors and mentees must observe the other's class, and the mentors and mentees participate in a group dialogue. Provides…

Discusses the socialization of beginning teachers, examining the relationship between beginning teachers and mentors; presenting a case study of one teacher who had an unsatisfactory mentoring relationship with her mentor during her first year of teaching; discussing expectations for the mentor-protege relationship of teacher educators and their…

Recommendations for supporting new teachers include providing basic organizational information for the new teacher; facilitating effective communication among administrators and teachers, the new teacher, and other faculty and staff; and providing time for the new teacher and other adults working in the classroom to get acquainted, to clarify…

Examines research on preparation and support of part-time faculty, analyzing four areas of support: institutional policies and practices, formal preparation programs, monitoring and evaluation systems, and formal and informal support measures in academic departments. Key processes and problems in each area are discussed, examining issues that must…

Examined the evolution of a formal mentoring program, Mentor-Apprentice Collaboration, over 1 year, describing what the elementary-level beginning and mentor teachers learned from the experience. Participant interviews highlighted several productive mentoring strategies: sharing concerns and joys; building a sense of team; and establishing trust,…

Suggests principals and supervisors should be aware of the special needs of beginning teachers and work to provide a climate that supports positive growth. Offers strategies for beginning teacher and administrator strategies on the issues of isolation and loneliness, classroom management and discipline, conflict with colleagues, understanding…

Research on the use of induction programs and mentors for new teachers found a decrease in length of the job learning curve and an increase in retention. Characteristics of a strong teacher-induction program are highlighted. (Contains six references and lists three Web sites) (PKP)

Levels of confidence of novice teachers were investigated pre- and post-induction program. In sum, 119 beginning teachers completed a New Teacher Confidence Survey on 28 teaching performance behaviors. There was a statistically significant confidence gain from pre- to postinduction on 20 of 28 teaching behaviors. Statistically significant gains…

A teacher's attitude--whether good or bad--trickles down to the students. According to Tom Carroll, who serves in the capacity of president of the National Commission on Teaching and America's Future, there is no teacher shortage but a horrendous turnover and attrition problem. Teachers who are leaving are constantly being replaced. The conditions…

Teaching music is hard work. Learning what it really takes to teach music is often even harder. New music educators need and deserve mentors' support. Those of mentors who care about their profession and the young professionals who join their ranks should continue to look for effective approaches to help sustain and nurture these new careers.…