ERIC Number: ED327541
Record Type: RIE
Publication Date: 1990-Sep
Start with the Stone, Not with the Hole: Matching Novices' Needs with Appropriate Programs of Induction.
Gomez, Mary Louise; Comeaux, Michelle A.
Much of the literature concerning the challenges facing beginning teachers treats their problems as generic in nature. While researchers acknowledge the different problems encountered by beginning teachers, they often fail to take into account the varied knowledge, skills, beliefs, and dispositions which prospective teachers bring to their first years from their preservice teacher education programs. Further, many studies of beginning teachers are initiated in the fall of their first year of teaching; hence, they do not track the student teaching experience and novices' newly developed strengths and unresolved problems. This paper draws on data collected from eight student teachers who had completed programs of secondary English teacher education (four at a small midwestern liberal arts college and four at a large southeastern university). The discussion: (1) focuses on the student teachers' knowledge, skills, beliefs, and dispositions as they begin their first year of teaching; (2) speculates about the sorts of induction programs that would most benefit these teachers; and (3) poses questions, for those developing induction programs, that will move these programs to more constructivist positions. (Author/JD)
Descriptors: Beginning Teacher Induction, Classroom Techniques, Curriculum Development, Elementary Secondary Education, English Teacher Education, Student Needs, Student Teachers, Teaching Experience, Writing Teachers
National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($4.75).
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Education, East Lansing, MI.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 17-20, 1990).