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Stories of Beginning Teachers

Stories of Beginning Teachers

First Year Challenges and Beyond

Edited by Alysia D. Roehrig, Michael Pressley, and Denise A. Talotta

Stories of Beginning Teachers offers insight into the challenges and triumphs of beginning teachers, presenting both research findings and case studies on the challenges faced by new teachers. More than twenty categories and five hundred specific examples of potential problems and issues are cited in Part I of this book. Armed with such useful information about the most frequent, serious, and persistent challenges, Roehrig, Pressley, and Talotta assert, a young educator will be better prepared to teach and more likely to succeed.

Part II contains stories of the teaching experience of participants in the University of Notre Dame’s Alliance for Catholic Education. Included are nine vivid stories of the struggles and successes of new teachers reflecting on their first year, as well as sixteen shorter summaries of the daily lives of beginning teachers. Reading this book, a novice teacher will better understand student motivation, student learning, human development, classroom organization, classroom management, assessment techniques, and the administration of schools.

ISBN: 978-0-268-01777-4
256 pages
Publication Year: 2002

Alysia D. Roehrig is associate professor of education at Florida State University.

The late Michael Pressley was professor of teacher education and professor of counseling, educational psychology, and special education at Michigan State University.

Denise A. Talotta teaches at the Marist Brothers International School in Kobe, Japan.

“Mentor teachers and professionals who develop teacher preparation programs will find this book with its real-life, emotionally charged case studies to be a practical and relevant tool for communicating the realities of teaching. The individual who is preparing to enter the classroom for the first year would do well to learn from the experiences detailed in this book.” — Catholic Education

“. . . an informed and informative survey and description of the unique and manifold challenges new classroom teachers face. . . . Stories of Beginning Teachers is especially commended reading for anyone contemplating embarking on a teaching career.” — Library Bookwatch

“[A]n extremely detailed list of the problems new teachers are likely to face, drawn from case studies of first- and second-year teachers. [T]he case studies included in the second part of the book will support new teachers by assuring them that they are not alone, that others have faced the same challenges in the past, and that they will pass on their experience to others in the future.” — Journal of Adolescent & Adult Literacy

Stories of Beginning Teachers: First-Year Challenges and Beyond should be required reading for all student teaching candidates, as well as suggested reading for new teachers. Roehrig, Pressley, and Talotta have provided the reader with a text that has been too long in coming. It is a powerful and compelling account of the challenges faced by new teachers and veteran teachers and provides a view of the world that is larger than ourselves. [I]t makes a major contribution to the literature on classroom management and to the stories that teachers tell.” — Teachers College Record

“[A] resource for beginning teachers, teacher educators, inservice providers, and supervising teachers.” — Childhood Education

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Stories of Beginning Teachers

First Year Challenges and Beyond


Edited by Alysia D. Roehrig, Michael Pressley, and Denise A. Talotta

 Stories of Beginning Teachers: First Year Challenges and Beyond
Paper Edition

Stories of Beginning Teachers offers insight into the challenges and triumphs of beginning teachers, presenting both research findings and case studies on the challenges faced by new teachers. More than twenty categories and five hundred specific examples of potential problems and issues are cited in Part I of this book. Armed with such useful information about the most frequent, serious, and persistent challenges, Roehrig, Pressley, and Talotta assert, a young educator will be better prepared to teach and more likely to succeed.

Part II contains stories of the teaching experience of participants in the University of Notre Dame’s Alliance for Catholic Education. Included are nine vivid stories of the struggles and successes of new teachers reflecting on their first year, as well as sixteen shorter summaries of the daily lives of beginning teachers. Reading this book, a novice teacher will better understand student motivation, student learning, human development, classroom organization, classroom management, assessment techniques, and the administration of schools.

ISBN: 978-0-268-01777-4

256 pages

“Mentor teachers and professionals who develop teacher preparation programs will find this book with its real-life, emotionally charged case studies to be a practical and relevant tool for communicating the realities of teaching. The individual who is preparing to enter the classroom for the first year would do well to learn from the experiences detailed in this book.” — Catholic Education

“. . . an informed and informative survey and description of the unique and manifold challenges new classroom teachers face. . . . Stories of Beginning Teachers is especially commended reading for anyone contemplating embarking on a teaching career.” — Library Bookwatch

“[A]n extremely detailed list of the problems new teachers are likely to face, drawn from case studies of first- and second-year teachers. [T]he case studies included in the second part of the book will support new teachers by assuring them that they are not alone, that others have faced the same challenges in the past, and that they will pass on their experience to others in the future.” — Journal of Adolescent & Adult Literacy

Stories of Beginning Teachers: First-Year Challenges and Beyond should be required reading for all student teaching candidates, as well as suggested reading for new teachers. Roehrig, Pressley, and Talotta have provided the reader with a text that has been too long in coming. It is a powerful and compelling account of the challenges faced by new teachers and veteran teachers and provides a view of the world that is larger than ourselves. [I]t makes a major contribution to the literature on classroom management and to the stories that teachers tell.” — Teachers College Record

“[A] resource for beginning teachers, teacher educators, inservice providers, and supervising teachers.” — Childhood Education

Notre Dame Advances in Education