Teaching and Learning to Teach: The Two Roles of Beginning Teachers

Four case studies are presented that reveal the unique induction experiences of 3 elementary teachers and 1 secondary teacher over 2½ years. Based on data from semistructured interviews and several secondary sources, the cases show the influence of 4 major factors-students, colleagues, school context, and parents-on beginning teachers' socialization. We argue that beginners have 2 roles, teaching effectively and learning to teach, and that induction programs should recognize and support both roles. From the cases, we show that learning to teach is a highly individualized process that varies according to beginners' beliefs and expectations about teaching and the teaching situations they encounter. Because teaching is inherently complex and performed under conditions that can vary significantly from year to year, induction takes time, as much as 3 years, and requires the support of understanding colleagues. We conclude with a description of 1 successful induction program involving 70 pairs of beginners and mentors. Included are details about the roles and strategies of mentors and the importance of developing clear expectations among participants concerning the purpose and control of induction programs.