Publication Type: Symposium Paper
Abstract: This paper will delve into a finer-grained analysis of the transition to teaching in schools with changing populations and changing needs and help us identify programmatic elements and practices that best prepare teacher for diverse educational settings.

A primary data source for this analysis includes interviews with a subsample of those teachers who completed the Transition to Teaching questionnaire (n=40). Interviewees were selected to provide a heterogeneous look at teaching contexts along dimensions such as cultural and ethnic diversity, immigrant status, English language proficiency, geographical diversity (rural/ urban contexts), social economic status (high and low), and diverse learning needs of the student population.

Interviews were conducted via telephone in spring and early summer 2007, each lasting 30-40 minutes. The interviews probed on why the interviewee decided to become a teacher; about their current teaching contexts, and how the schools fit the teachers’ vision of where they anticipated teaching. Interviewers were also asked about diversity within their schools and classrooms and how their teaching addresses those diverse needs. Teachers also identified specific aspects of their preparation program that supported their transition to teaching in their current school and for their recommendations for improvement.

Observations of a selection of teachers who were interviewed (n=8) are planned for fall 2007. These data will provide portraits of teachers as they negotiate their daily teaching and professional context. Together, the survey analyses, interview, and observation analyses will provide better insight into what teacher education programs can do to provide a stronger foundation and smoother transition for early career teachers.

Participant outcomes include:
- Considering the role of multi-institutional collaboration in teacher education research
- Discuss the opportunities to use cross-institutional data to learn about effective practices
- Consider the needed supports to carry out such a collaboration

Each paper will be presented in 15 minute segments. The Discussant will have 10 minutes to respond to the three papers and address the participant outcomes. The remaining twenty minutes will be used to engage the audience in a discussion related to participant outcomes.