The Academy for Educational Development (AED) sent a research team to Jackson State University (JSU) on October 13-14, 2008 to conduct interviews with individuals who play important roles in the university's teacher preparation program (see Appendix A). These interviews, along with additional documentation provided by JSU and identified by the AED…

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…

Much research addresses pre-service music teacher education, yet relatively few studies have investigated the work of graduates as they make the transition into careers as music educators. This study using qualitative interview data was conducted in 2003 and examined nine music teachers' perceptions and experiences of their transition from being a…

This article presents a case study of Mark Westin from his first to his fifth year of teaching fifth grade in an urban public school. Despite extreme management challenges and limited administrative support in a school with unusually high turnover, Mark persevered through his difficult novice years to become among the most respected and dedicated…

Examined newly certified Irish secondary teachers' feelings about the adequacy of their preservice teacher preparation, experiences with beginning teacher supports, and visions for induction. Results indicated they were generally satisfied with preservice training, enjoyed the rewards of seeing students learn, but were concerned about discipline…

This report presents current research findings on teacher preparation and effectiveness. While some critics question the role of teacher preparation as a key to teacher effectiveness, this report contends that available research supports the importance of high quality teacher preparation. Well prepared teachers outperform those who are not…

Reports on a project of the University of California at Santa Cruz in which veteran teacher-advisers meet weekly with beginning teachers to observe and coach them. Notes sources of financial support for the program, the 90 percent retention rate for program participants, and training and renumeration provided to the 40 full-time teacher-mentors…

Learning to teach is a developmental process. This process begins in some fashion when a person enters formal schooling and ideally continues throughout life, with good teachers always becoming better teachers. Teaching is perhaps the only career in which people have such an extended term of development. Unfortunately, nearly all of this growth in…

This collection of papers provides a small overview of educational research in Estonia. The papers in the collection treat school reforms since the renewal of independence in 1991, new approaches to teacher training, the implementation of a child-centred approach in school, the achieving of educational aims and other actual topics in education.…

This issue is the second in a three-part series on quality teaching. The other two issues in the series focus on teacher recruitment and teachers' career structures and work environment. This issue examines research and expert consensus on teacher preparation, looking at: the importance of subject matter knowledge to effective teaching and…

Examines the separation of teacher education from higher education in Scotland, drawing on interviews with stakeholders and existing literature. The paper provides a background to developments in Scottish teacher induction and outlines a proposed framework. It constructs a coherent, multiple role for higher education in teacher induction, noting…

Presents a report by the Conference on English Education's Commission on the Transition to Teaching, offering extensive guidelines in two major sections: (1) Guidelines for Student Teaching Experience in English Language Arts; and (2) Guidelines for the Induction of Beginning English Language Arts Teachers. Presents a 49-item representative…

Advocates the value and importance of asking prospective teachers to tell autobiographical stories about their teaching experiences. Describes in detail the story of one prospective English teacher's journey from recent graduate to professional teacher and her initiation into the English teaching discourse community. (HB)

Drawing on personal anecdotes and findings from a comparative, cross-cultural study of mentored learning to teach, the paper examines why teachers in mentor-type roles do not see themselves as school-based teacher educators. Also examines what educative mentoring looks like and discusses how to help teachers become thoughtful, serious mentors for…

Discusses the importance of quality beginning teacher induction programs to both teachers and students, listing several essential components of quality induction programs, including: program vision; institutional commitment and support; quality mentoring; professional standards; and classroom-based teacher learning. The article looks at teacher…