My first year as a tenure-track professor has been nothing short of a jaw-dropping experience. From navigating the social and political environment with colleagues and administrators, to building meaningful relationships with pre-service teachers, the COVID-19 pandemic and all its attendant challenges prompted me to examine common institutional…

Required courses in teacher education programs can sometimes prompt less-than-positive responses from pre-service teachers. Multicultural teacher educators, in particular, may face resistance from prospective teachers who, believing that they do not harbor prejudices, question the need to examine their attitudes toward culturally and…

Examines implementation of the California Formative Assessment and Support System for Teachers (CFASST) within local California Beginning Teacher Support and Assessment (BTSA) programs using data from six case studies and highlighting how local BTSA program directors thought about and acted to implement CFASST. The study illustrated the essential…

Examines how experienced teachers are trained to act as support providers, understandings they glean from the training, and their interpretation and presentation of these understandings during interactions with beginning teachers. The paper explains that the link between support providers and beginning teachers is the core of the induction…

In this paper, the author proposes that a social reconstructionist framework of reflective practice provides an important orientation for preservice teachers to more successfully negotiate the rapidly changing contexts in which they will no doubt teach. She first illuminates the influence others have had on her understanding of reflection,…

Examines collaborative teacher induction programs involving higher education institutions and local education agencies, focusing on the California experience. Four themes include the importance of multiple support or a triad model of support, unique opportunities offered by Professional Development Schools, the role of teacher educators in…

The magic formula for creating and supporting a productive researcher in schools of education has not yet been discovered. But good scholarship can make dramatic differences in the quality of academic life. Joint publications and research activities among faculty members can provide opportunities for personal and professional support and…

Introduces a theme issue on reflective practice in California's Beginning Teacher Support and Assessment program. Papers highlight: state policy mandating teacher reflection; the California Formative Assessment and Support System for Teachers; teacher skills and beliefs for promoting reflective practice in novice teachers; beginning teachers'…

Six years ago, the Division of Education at Indiana University East began the process of developing a performance-based program consistent with its division's conceptual framework, the Interstate New Teacher Assessment and Support Consortium (INTASC) principles, and Indiana state standards. One component of the state mandate is that all teachers…