This paper explores the perceptions of primary and secondary school teachers who are currently in their induction phase (i.e. their first three years after graduation). It reports the views of approximately 300 teachers about their professional development. The methodological approach adopted was a questionnaire survey followed by in-depth…

This article provides the field with a voice from culturally and linguistically diverse beginning teachers who have entered special education through an alternative certification program. These teachers serve as co-authors for this article to share their thoughts related to why they entered teaching, what they feel has assisted them with the…

Prescriptive writings on performance evaluation have argued that splitting the administrative (summative) and developmental (formative) roles will lead to evaluatees being less defensive and more open to discussing performance problems and taking suggestions, and that without the responsibility for making an administrative evaluation, evaluators…

Anyone who can access the Internet can be part of the knowledge-access, knowledge-building, information-exchanging culture, regardless of location. The research presented in this article is about blogs and their use in a new teacher professional development project. Weblogs were first named and described in 1997 by Jorn Barger (Blood, 2000) and…

This is the second in a series of four books presenting a variety of field experience program models and philosophies that drive the programs provided to preservice teachers during their undergraduate teacher preparation. This publication addresses the operational aspects of a successfully functioning field experience program and office. The…

This report is the second of three annual reports to the Montana Certification Standards and Practices Advisory Council (CSPAC) on the effectiveness of mentoring new teachers. Specific research topics for the study were: (1) whether mentoring conducted under an exclusive one-on-one relationship has an effect on the new teacher's development as…

This report is the third of four reports on the Beginning Teacher Support Program (BTSP) on the effectiveness of mentoring new teachers. The paper focuses on technical aspects of the study. Study data are summarized in tables, including a comparison of teacher retention rates over the three years of BTSP, a summary of administrators' evaluations…

These chapters describe partnerships and mentoring programs in the United Kingdom for initial teacher education. Part 1: The Context contains two chapters: "Partnerships in School-Based Training: The Implications for Physical Education" (Patricia Shenton and Elizabeth Murdoch); and "What Is Mentoring?" (Michael Taylor and Joan…

Findings from a study of seven novice teachers who graduated from Elmhurst College (Illinois) indicate that the preservice clinical experiences received by these teachers during their participation in the Satellite Program contributed to successful first-year teaching experiences. This follow-up study examines Satellite Program graduates who…

This study examined the perceptions of experienced teachers who had taken on formal roles as mentor teachers. Case studies were developed for each of 10 participants, of whom 7 were neophyte mentors. Each mentor was interviewed four times throughout the school year, while their mentees were each interviewed twice. Mentors were also observed in the…

Entrance into the teaching profession is often a situation of disappointment or "reality shock." As shown by previous researchers, teacher burnout is higher in the beginning of the career. Among the causes are inadequate initial teacher training and the lack of initial motivation. In order to study this phenomenon, the transition of 214…

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…

While teacher educators prepare students throughout their coursework for successful teaching careers, the subjects of interviewing and the rigorous demands of full-time teaching are often not specifically covered. This paper reviews the essentials of interviewing techniques and addresses issues related to the realities of a first full-time…

This framework defines a vision of the knowledge, skills, and abilities that should characterize California's beginning teachers in their initial years of service. Discussion and development of the framework are part of the California New Teacher Project, a pilot study of policy alternatives to enhance the success of novice teachers. Following a…

This paper describes a mentor teacher program for beginning instructors established at The Language Center of the Catholic University of Leuven (Belgium). The paper begins by noting several challenges experienced by beginning teachers that need to be recognized by mentors, after which the objectives, procedures, and guidelines of the project are…