This article examines past research about new teacher induction and the success or potential of such programs. Additional research was then conducted and results are detailed based on the needs as determined by current student teachers from the Arizona State University College of Teacher Education and Leadership and their mentors. Finally, the…

While it is generally accepted that pedagogical content knowledge (PCK) is an essential knowledge base for science teachers, educational researchers are not clear on how it develops. Previous researchers have suggested that classroom practice may play a significant role. Therefore, it is important to look at beginning teachers' PCK and its…

Novice teachers often struggle during the transition from being students of teaching to teachers of students. Consequently, high attrition rates characterize the first 3 years of teaching, underscoring a need to provide better support for beginning teachers. This investigation sought to answer the following question: How are 1st-year teachers…

This yearbook addresses research on teacher induction and is designed to provide teachers and teacher educators with current research and practical guidelines for conceptualizing and implementing research. The conceptual framework of the yearbook is based on a triadic definition of scholarship: the production of knowledge, the interpretation and…

A mentoring program for new nursing faculty was based on caring theory, an important component of both nursing and mentoring. Benefits included enhanced faculty adjustment, role modeling, emotional support, feedback, dialogue on student-related problems, and assistance with reappointment. (Contains 34 references.) (SK)

A case study of three beginning agriculture teachers showed that all had problems with student discipline and received positive feedback from students and others. Existing state-supported mentoring was of little value, and current efforts did not appear to meet the induction needs of beginning teachers. (SK)

The New Faculty Program is a comprehensive professional development program for incoming tenure-track faculty at Montclair (New Jersey) State University. The program helps new faculty get acquainted with the culture of the university and assists them in attaining reappointment and tenure by enhancing their teaching skills and planning a…

Investigated the early socialization of a first-year lecturer at a South African university. Describes his behavior patterns and offers a model for the intradepartmental induction of novice lecturers. (EV)

Beginning teachers' experience of induction under new British government regulations shows that, although policy emphasizes performance management, teachers and their mentors stress staff management, belonging, and new teachers' contributions to the development of their schools. (SK)

Describes professional development for new teachers based on three categories of research-based instructional strategies: organizing, including planning, advance work, and classroom management; instructing, more student-centered than teacher-centered; and assessing, both student assessment and self-assessment. (PKP)

As a two-year "veteran," the author remembers well how much a little moral support and a smile can mean for a newly-minted teacher. It kept her going in those first few exhausting, confusing weeks. Building those connections is vital both for new teachers and for their profession. With so many new teachers leaving after just a few years (over…

This summative evaluation examines a pilot program supporting beginning science and mathematics teachers through mentoring. It includes mentors' and mentees' expectations of the outcomes of participation in the program and their perceptions of the success of their mentoring relationships across the latter part of the 2008 school year. As well,…

This article features an innovative project called the "Teacher Learning Center" (TLC) that is jointly funded by the South Dakota Department of Education, Black Hills State University (BHSU), and the Spearfish School District in Spearfish, South Dakota. The purpose of this project was to provide opportunities for preservice and new…

This paper is a reflective exploration of major challenges facing new teacher educators as they make the transition into the academy, and of ways that best support them. The transition problems identified in the emerging body of literature about teacher educator career entry were offered for comment to a small group of new teacher educators in an…

What happens when a district teacher assumes the role of university student? What happens when two instructors from two different institutions are at the helm of a single graduate-level university course? The duality of these situations is recognized in the notion of what the authors termed "instructional synergy", drawing upon synergy as both…