National New Teacher Study: Beginning Teachers' Concerns

Action in Teacher Education

Volumn 24, Issue 4, 2003, Pages 87-94

  Meister, Denise G ^a   Melnick, Steven A ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 25844480634     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.2003.10463283     Document Type: Article

References (8)

1. Gable, R. K., and Wolf, M. B., 1993. Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings, Boston, MA: Kluwer Academic Publishers.
2. Holmes Group. 1986. A report of the Holmes Group: Tomorrow's teachers, East Lansing, Ml: The Holmes Group.
3. Kagan, D. M., 1992. Professional growth among preservice and beginning teachers. Review of Educational Research, 62 (2) Summer: 129–169.
4. Meister, D. G., and Jenks, C., 2000. Making the transition from preservice to inservice teaching: Beginning teachers' reflections. Action in Teacher Education, XXIII (3): 1–11.
5. Veenman, S., 1984. Perceived problems of beginning teachers. Review of Educational Research, 54 (2) Summer: 143–178.
6. Veenman, S., On becoming a teacher: An analysis of initial training. Paper presented at the Conference on Education of the World Basque Congress. October. (ERIC Document Reproduction Service No. 312 231)
7. Wasserman, S., 1999. Shazam! You're a teacher: Facing the illusory quest for certainty in classroom practice. Phi Delta Kappan, 80 (6) February: 464–468.
8. Wideen, M., Mayer-Smith, J., and Moon, B., 1998. A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68 (2) Summer: 130–178.