Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 0 |
Since 2005 (last 20 years) | 3 |
Descriptor
Beginning Teacher Induction | 3 |
Preservice Teacher Education | 3 |
Beginning Teachers | 2 |
Case Studies | 2 |
Faculty Development | 2 |
Interviews | 2 |
Mentors | 2 |
Observation | 2 |
Science Teachers | 2 |
Alternative Teacher… | 1 |
Career Change | 1 |
More ▼ |
Publication Type
Journal Articles | 2 |
Reports - Research | 2 |
Reports - Descriptive | 1 |
Education Level
Middle Schools | 3 |
High Schools | 2 |
Higher Education | 2 |
Elementary Education | 1 |
Elementary Secondary Education | 1 |
Intermediate Grades | 1 |
Junior High Schools | 1 |
Postsecondary Education | 1 |
Secondary Education | 1 |
Audience
Location
China | 1 |
Florida | 1 |
United Kingdom (England) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Schwille, Sharon A. – American Journal of Education, 2008
Mentoring of novice teachers has become a prevalent component of programs that help beginning teachers. A conceptualization of mentoring practice that rests on a shared vision of good mentoring, however, needs to be developed so that novice teachers receive more than emotional support or professional socialization. Knowing how to be a good mentor…
Descriptors: Socialization, Mentors, Teacher Effectiveness, Beginning Teachers
Sadler, Troy D.; Klosterman, Michelle L. – Online Submission, 2009
The transition from preservice science teacher education programs to the first years of full-time teaching is arguably one of the most critical stages in the professional development of science teachers. This report documents a longitudinal study aimed at enhancing the research base for understanding this critical stage. The research is framed as…
Descriptors: Preservice Teacher Education, Student Teachers, Science Instruction, Teacher Persistence
Jeanpierre, Bobby; Lewis, Nancy – Middle School Journal (J3), 2007
In 2003, the University of Central Florida began a Transition to Mathematics and Science Teaching (T-MAST) program, a one-year, fast-track program that prepares and certifies bachelor's degree holders who will work as teachers in a job-sharing paid internship, while completing a Master of Arts degree in middle grades (5-9) mathematics education or…
Descriptors: Science Teachers, Mathematics Education, Career Change, Preservice Teacher Education