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Stories of Beginning Teachers: First-Year Challenges and Beyond


reviewed by Gary M. Kilburg — 2004

coverTitle: Stories of Beginning Teachers: First-Year Challenges and Beyond
Author(s): Alysia D. Roehrig, Michael Presley, and Denise A. Talotta (Editors)
Publisher: University of Notre Dame Press, Notre Dame, IN
ISBN: 0268017778, Pages: , Year: 2002
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“For many new teachers, their first three years are probably the most stressful times in their teaching careers” (Martin, Chiodo and Chang, 2001, p. 55). Working in a new environment, examining old beliefs, working with an unfamiliar population, and trying to manage a level of confidence at times may seem like an endless task (Veeman, 1984). Historically, these concerns tend to be quite universal. Whether you are in the United States or in another country, the challenges are essentially the same (Martin, Chiodo and Chang, 2001). Regardless of the nature of these challenges, beginning teachers tend to have more classroom-related problems than teachers who have been teaching for longer periods of time. That is why it is so critical for teacher training institutions and school districts to provide the necessary resources for the new teachers to become effective and successful in the profession. Stories of Beginning Teachers: First-Year Challenges and Beyond. (2002), by Alysia D. Roehrig, Michael Pressley, and Denise A.... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 5, 2004, p. 1034-1037
http://www.tcrecord.org ID Number: 11223, Date Accessed: 12/13/2017 10:00:41 AM

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About the Author
  • Gary Kilburg
    George Fox University
    E-mail Author
    GARY M. KILBURG is Associate Professor of education at George Fox University. Gary is starting his ninth year on the GFU faculty. He has 18 years experience in secondary education in the public school system, where he was named an Oregon Master Teacher, received the Teacher of the Year award multiple times, and was active in the field of mentoring.
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