Section archive - Beginning Teachers

This article highlights the blurring of boundaries as beginning teacher educators cope with the varying demands of teaching and research activities in higher education institutions (HEIs) in England. Three cases of newcomers to higher education and working in different HEIs are examined over a two-year period. The concept of the 'turning point' as a betwixt state is adopted to help identify significant experiences which result in a developing sense of belonging (or not) to academic and scholarly life. Four different categories are also deployed to highlight the case studies' understanding of being a university researcher.

This article considers the implications of mentoring for the discursive formation of professional identities of newly graduated teachers in Victoria, Australia. The paper draws attention to the effects of mentoring as conceived in this context on the construction of new teacher identities, the close relationship between professional standards and mentoring, the relationship between mentoring and the performative culture of schools, and what it means to be ‘a good teacher’ within this culture.

The goal of this study was to determine the implementation and effectiveness of the components of two middle school induction programs. The effectiveness of the elements of these programs was examined through the perceptions of three participant groups – new teachers, mentor teachers, and principals. Data indicated that each element of the induction program – principal and new teacher interaction; mentor teachers; collaborative structures; professional development; and new teacher orientation – met different needs of the new teacher.

This qualitative study explores strategies of resilience exhibited by novice teachers employed in high-needs areas. Findings indicated that teachers utilised a variety of strategies, including help-seeking, problem-solving, managing difficult relationships, and seeking rejuvenation/renewal. Furthermore, the researchers recognised that resilient teachers demonstrated agency in the process of overcoming adversity.