The article examines the struggles teachers encounter in implementing developmentally appropriate practices in their 1st year and ways to identify what helped them overcome those obstacles. The article concludes with recommendations for first year teachers.

A survey investigating the level of cultural understanding is examined in this article. The survey was administered to teachers in primary and secondary schools in an Australian regional city. It found that teacher responses to working in culturally diverse classrooms varied according to levels of familiarity with the cultural groups concerned and with the level of schooling within which the teacher worked.

This article explored empirical studies of early childhood educators' experience with 63 junior and senior level university students who were involved in concurrent instructional lecture and practicum experiences. Participants defined “positive guidance” diversely with definitions ranging from accurate to inaccurate, considered several positive guidance skills difficult to master, including conflict resolution, positive language usage, setting and following through with limits, and offering choices.

The article describes a new preservice teacher education called classmates, a collaboration between several Australian universities. Classmates aims to prepare pre-service teachers to work in challenging, hard-to-staff schools. These contexts typically have socially disadvantaged populations and annually experience teacher shortages and high teacher turnover, particularly amongst beginning and early career teachers.

The Dutch have been studying competencies of teachers at secondary and higher education. The article describes the Dutch standards. Findings are that Dutch educators sharing the content in a professional dialogue with peer assessors or by asking teacher educators to write about authentic situations in which different competencies are integrated and related to one another. The development of the Dutch standard by the teacher educators themselves contributed to powerful feelings of ownership.

This article is a reflection of challenges facing transition into teaching in Australian schools. A small group of teacher educators were interviewed at Australian regional university. The paper argues for multidisciplinary cohorts for induction, and makes recommendations for systematic, inclusive induction programs for all new academics, including teacher educators