From Student-Teachers to Teachers of Students: Beginning Teachers’ Journeys from Pre-Service to the Classroom
- 1 The Mary Lou Fulton Teachers College, Division of Teacher Preparation at Arizona State University, Tempe, USA
- 2 The International and Multicultural Education Department at University of San Francisco, San Francisco, USA
- 3 The Social Science Credential Program in the School of Education at University of California at Davis, Davis, USA
- 4 The School of Education at the University of Redlands, Redlands, USA
- 5 McGeorge School of Law, Sacramento, USA
- 6 El Rodeo Elementary School, Beverly Hills, USA
- 7 International School, Tainan, Chinese Taipei
- 8 Department of Curriculum & Instruction, Social Studies, The University of Texas, Austin, USA
- 9 Social Studies Department, Heritage High School, Brentwood, USA
- 10 Russell High School, Great Falls, USA
Abstract
Given the complexities associated with the retention of beginning teachers nationwide, this article serves as a small window to the professional realities and challenges new to the profession teachers face. In this collaborative inquiry, we attempt to uncover and examine key issues pertaining to the pre-service and induction experiences of beginning teachers. We, teacher educators, utilized an inquiry discourse approach to disseminate findings through a collective voice in which we examined issues beginning teachers encounter and support mechanisms needed with the beginning teachers as compared to about them. This article concludes with a list of recommendations for the beginning teachers, school administrators, and teacher preparation programs.
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