Early Experiences of Teachers

According to Fessler (1995), the first few years of employment constitute the induction phase for teachers. This is the period when they are socialized into the system as they strive for acceptance by their students and peers, as well as by their supervisors. As they become immersed in the everyday problems and issues of teaching, they attempt to find a level of comfort and security in their work. If a teacher moves to teaching at another grade level, or moves to a different school, they have to endure this induction level again until they are comfortable in their new surroundings.

The early experiences of teachers contribute a lot to molding their future performance and success (Ross, 2002). Even as early as the student years, teachers can gain invaluable experience from more experienced teachers. Pairing student teachers with an experienced supervisor allows them to develop their skills by hands-on experience, and allows them to try different teaching styles. They are exposed to different student populations and have the opportunity to develop classroom management skills. Ross believes that the teaching style of the supervising teacher and the level of reflection practiced by them has a strong influence on the development of teaching skills in the student teacher.

The best place for a student to gain such experience is in a Professional Development School (Ross, 2002, 685). However, the guidance a student teacher receives is only as good as that which the superv

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Category: Psychology - E