Supporting Beginning English Teachers: Research and Implications for Teacher Induction

Author(s): Thomas M. McCann, Larry R. Johannessen, Bernard P. Ricca

Winner of the Conference on English Education's 2006 Richard A. Meade Award

Why do some early-career English teachers leave the profession while others stay? Supporting Beginning English Teachers: Research and Implications for Teacher Induction extends earlier research about the concerns of beginning teachers in general and also examines specifically the frustrations of beginning high school English teachers.

Based on their findings from a three-year research study, the authors review the common concerns among beginning English teachers and the underlying factors that make these issues distressful; they also describe new teachers’ means for coping with difficulties, their journey toward competence and confidence, and the measures that universities, schools, and new teachers themselves can take to increase the likelihood that promising new teachers will remain in the profession.

Educators interested in the induction and retention of new high school English teachers can pursue the new questions and methodologies suggested by this study to learn more about the pressures that drive newcomers away from teaching and the factors that can encourage retention.
214 pp. 2005. Grades 6–12. ISBN 0-8141-0269-7.

No. 02697

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ISBN: 0-8141-0269-7

Grade Level(s): Middle, Secondary, College