Author(s)

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.

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.

Beginning and New-to-the-Profession Teachers, Turnover and Attrition, Teacher Induction, In-service and Pre-service Teachers, Student-Teachers

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.