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Induction - the first year of a teacher's career - is a crucial, and potentially difficult, period. This book is the work of a well-known and highly respected team of experts on the subject and is based on a comprehensive nationwide research project into the implementation and effectiveness of the latest statutory regulations covering induction in England. It includes not only findings from this research, but also numerous ideas from, and examples of, best practice.Including case studies from primary and secondary schools, in the state and private sectors, this book raises awareness

First year teachers --- Beginning teachers --- New teachers --- Teachers --- Supervision of --- In-service training

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Sprinkled throughout Rise and Shine is candid advice from seasoned science teachers who offer both useful strategies and warm reassurance. Rise and Shine is designed to help preservice teachers, those in the first few years of teaching (regardless of grade level), and those who may be entering a new situation within the teaching field. If you need a mentor-or if you are a mentor or instructor who wants to support beginning science teachers-this book is for you.

Science --- Science teachers. --- First year teachers. --- College science teachers --- Teachers --- Science education --- Scientific education --- Beginning teachers --- New teachers --- Study and teaching.

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“The field of education can be a rewarding, but ever challenging career. This book is an essential read for new teachers and veteran teachers alike. The insightful stories that Dr. Joseph Jones has masterfully chosen as part of the book will inspire a new sense of resolve and hope for those who are feeling the weight of seemingly impossible demands placed on teachers. These compelling excerpts will assist the reader through the maze of uncertainty that many new teachers face.” --Wendi West Veteran Teacher Elementary, Virginia Under the Bleachers: Teachers’ Reflections of What They Didn’t Learn in College is a unique text because the chapters offer insight into the daily chaos of teaching. The chapters are written by practicing educators and provide advice to both future educators and current teachers. It is important to mention, the text is not an avenue to criticize teacher education programs; rather, the book opens a dialogic space in which all educators can begin discussing and reflecting on the realities of the schooling process.

Education. --- Education --- Social Sciences --- Education - General --- Theory & Practice of Education --- Teachers --- Teaching. --- Training of. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Teacher education --- Teacher training --- Teachers, Training of --- Education, general. --- First year teachers --- Beginning teachers --- New teachers --- Instructional systems --- Pedagogical content knowledge --- Training --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Anecdotes.

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This book presents an empirical study utilizing Deleuzian Dominant conceptions in the field of education position teacher development and teaching as linear, cause and effect transactions completed by teachers as isolated, autonomous actors. Yet rhizomatics, an emergent non-linear philosophy created by Gilles Deleuze and Felix Guattari, offers a perspective that counters these assumptions that reduce the complexity of classroom activity and phenomena. In Becoming-Teacher: A Rhizomatic Look at First-Year Teaching, Strom and Martin employ rhizomatics to analyze the experiences of Mauro, Bruce, and June, three first-year science teachers in a highly diverse, urban school district. Reporting on the ways that they constructed their practices during the first several months of entry into the teaching profession, authors explore how these teachers negotiated their pre-professional learning from an inquiry and social-justice oriented teacher residency program with their own professional agendas, understandings, students, and context. Across all three cases, the work of teaching emerged as jointly produced by the activity of multiple elements and simultaneously shaped by macro- and micropolitical forces. This innovative approach to investigating the multiple interactions that emerge in the first year of teaching provides a complex perspective of the role of preservice teacher learning and the non-linear processes of becoming-teacher. Of interest to teachers, teacher educators, and education researchers, the cases discussed in this text provide theoretically-informed analyses that highlight means of supporting teachers in enacting socially-just practices, interrupting a dominant educational paradigm detrimental to students and teachers, and engaging with productive tools to theorize a resistance to the neoliberal education movement at the classroom level.

First year teachers --- Science teachers --- High school teachers --- Urban schools. --- Training of. --- Inner city schools --- City schools --- Secondary school teachers --- Senior high school teachers --- College science teachers --- Beginning teachers --- New teachers --- Education. --- Education, general. --- Teachers --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education

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When Huston Diehl began teaching a fourth-grade class in a ""Negro"" elementary school in rural Louisa County, Virginia, the school's white superintendent assured her that he didn't expect her to teach ""those children"" anything. She soon discovered how these low expectations, widely shared by the white community, impeded her students' ability to learn. With its overcrowded classrooms, poorly trained teachers, empty bookshelves, and meager supplies, her segregated school was vastly inferior to the county's white elementary schools, and the message it sent her students was clear: ""dream not

First year teachers --- Segregation in education --- African Americans --- Beginning teachers --- New teachers --- Teachers --- Education --- School segregation --- Discrimination in education --- Race relations in school management --- School integration --- Afro-Americans --- Black Americans --- Colored people (United States) --- Negroes --- Africans --- Ethnology --- Blacks --- Segregation --- Black people