Nine discussions identify needs and concerns of beginning teachers and call for a more concerted effort to ensure a smooth transition from preservice teacher to a working professional. An historical perspective on beginning teachers' problems and attempted solutions is provided in the first chapter. An interview with four beginning teachers follows, with illustrations of the types of problems encountered in such areas as discipline, time management, and lack of feedback. Other essays suggest new entrance modes for teacher orientation, a stronger relationship between theory and practice in schools of education, and increased research on the initial teaching experience. Two chapters offer models from the perspectives of the school principal and the college dean, one for the encouragement of school-college cooperation, and the other proposing a concept of teacher education based on schools as centers of inquiry. The final essay presents a general framework for induction and continuing teacher education, incorporating several of the elements that were introduced in the earlier chapters. (FG)