From Student-Teachers to Teachers of Students: Beginning Teachers’ Journeys from Pre-Service to the Classroom
Irina S. Okhremtchouk1, Rosa M. Jiménez2, Rebecca Rosa3, Susan G. Porter4, Navnit Bhandal5, Molly Cramer6, Gregory Lang7, Kevin Magill8, Robert Mathrole9, Kate Poulin10
1The Mary Lou Fulton Teachers College, Division of Teacher Preparation at Arizona State University, Tempe, USA.
2The International and Multicultural Education Department at University of San Francisco, San Francisco, USA.
3The Social Science Credential Program in the School of Education at University of California at Davis, Davis, USA.
4The School of Education at the University of Redlands, Redlands, USA.
5McGeorge School of Law, Sacramento, USA.
6El Rodeo Elementary School, Beverly Hills, USA.
7International School, Tainan, Chinese Taipei.
8Department of Curriculum & Instruction, Social Studies, The University of Texas, Austin, USA.
9Social Studies Department, Heritage High School, Brentwood, USA.
10Russell High School, Great Falls, USA.
DOI: 10.4236/ce.2015.63031   PDF    HTML   XML   4,117 Downloads   5,644 Views   Citations


Given the complexities associated with the retention of beginning teachers nationwide, this article serves as a small window to the professional realities and challenges new to the profession teachers face. In this collaborative inquiry, we attempt to uncover and examine key issues pertaining to the pre-service and induction experiences of beginning teachers. We, teacher educators, utilized an inquiry discourse approach to disseminate findings through a collective voice in which we examined issues beginning teachers encounter and support mechanisms needed with the beginning teachers as compared to about them. This article concludes with a list of recommendations for the beginning teachers, school administrators, and teacher preparation programs.

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Okhremtchouk, I. , Jiménez, R. , Rosa, R. , Porter, S. , Bhandal, N. , Cramer, M. , Lang, G. , Magill, K. , Mathrole, R. and Poulin, K. (2015) From Student-Teachers to Teachers of Students: Beginning Teachers’ Journeys from Pre-Service to the Classroom. Creative Education, 6, 331-337. doi: 10.4236/ce.2015.63031.

Conflicts of Interest

The authors declare no conflicts of interest.


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