Successes and Struggles of the Beginning Teacher: Widening the Sample

Abstract

The study described in this article was conducted to elicit beginning teachers’ reflections on successes and struggles in practice. An understanding of these issues can be used to determine how teacher education and district induction programs might create additional support systems during the transition from preservice to experienced teacher.

Acknowledgments

Molly Romano is an Assistant Professor in the Department of Teaching and Teacher Education at the University of Arizona. Her research publications focus primarily on preservice and in-service teacher reflection and beginning teacher induction.

Notes

Romano, M. 2007. Successes and struggles during the first year of teaching: An examination of three third-grade teachers. Paper presented at the Annual Meeting of the American Educational Research Association, April 913, Chicago.