Novice teachers often undergo an identity shift from learner to teacher. Along this process, their instructional beliefs change considerably which in turn affect their teacher identity formation. Drawing on data collected mainly through interviews with three novice English teachers for more than one year, the present study examines their…

This study investigates the role of educative mentors as two novices learn to teach, following them from their yearlong student teaching (2015-2016) through their first-year teaching (2016-2017). During student teaching, each novice was paired with a mentor teacher who received preparation and support to engage in educative mentoring practices.…

Expectations of teacher leadership for school improvement have gained increasing currency in recent years. While extensive research on teacher leadership and practicing teachers exists, comparatively little research exists at pre-service level and there is little empirical data regarding leadership experiences and practices of novice teachers…

The evidence that teacher preparation programs have an impact on teacher quality is often limited. Progress in research on this topic will remain rather limited in its influence on practice until more proximal measures of teacher education outcomes can be established. The dearth of variables to measure the impact of teacher preparation programs on…

This paper reports a small section of a larger study that uses a mixed-methods approach to examine participation experiences of novice teachers of English in Chile beginning their careers in nonharmonic public, semiprivate, and private school communities. Drawing on Wenger's framework of communities of practice, this paper reveals that novice…

This longitudinal collective case study is about the transformational experiences of three novice elementary teachers, Tammy, Katie, and Michelle, as they moved from an elementary teacher preparation program, at a large research university in the southeast United States, through their first two years of teaching in different elementary school…

This longitudinal narrative inquiry explores the influences on a first-year elementary teacher's mathematics-related teacher identity, employing a community of practice lens. Identity is a complex concept. In this study, identity is viewed as socially constructed through new experiences. These social interactions can be seen as an individual…

Four researchers collaborated on this qualitative case study that examined 11 first-year novice art teachers' understanding and implementation of meaningful curriculum. Participants were selected through a criterion method sampling strategy; the subjects were employed in rural, urban, and suburban public school districts. In order to conduct a…

The purpose of this dissertation research is to determine what leadership behaviors novice principals enact and what steps they talked about taking to build a school community of trust. Because establishing trust is important to a novice principal's ability to lead a school, it is vital that we understand how they go about this work. This is a…

As school leaders, novice principals faced some challenges within the first years of their leadership journey. This mixed-methods study explores the initial challenges faced by novice principals while leading their schools. At the same time, their countering strategies in handling the initial challenges are also being explored. A total of 168…

While there have been numerous studies of teachers' lived experiences, the LGBTQ+- teaching community continues to be underrepresented within this literature (Mayo, 2008). More specifically, empirical evidence regarding LGBTQ+ preservice teachers' (PST) experiences and their induction is nearly all, but absent. This is of great importance to…

Widespread skepticism exists about preparation programs' impact on novice teachers' learning to teach. This is not new. Researchers, practitioners, and policymakers question whether preparation matters. Despite these questions and a growing consensus about the importance of teachers, we have a limited understanding of when, why, and how teacher…

The first five years of teaching are believed to be crucial in a school district's teacher retention efforts. The challenge novice teachers face to meet learners' academic, social, and emotional needs within a school community can prove to be especially daunting. Additionally, the context in which teachers learn to teach such as easier-to-staff…

By coupling statewide vacancy/application records with administrative data, we find that activity on the teacher labor market is substantially greater than previously documented, with 53% of novice teachers searching for new positions after their first year and 27% changing schools or leaving the public system. The empirical evidence favors…

The purpose of this essay is to describe quality teacher induction that has evolved from "fourth-wave" (1997-2006) teacher induction program development and research. A definition of quality induction is proposed, and a set of induction goals and components are outlined. Understandings gained from fourth-wave programs are described, including ways…