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Counting on Colleagues: New Teachers Encounter the Professional Cultures of Their Schools

Susan Moore Johnson

Heather G. Peske

David Kauffman

Edward Liu

Within the context of an impending teacher shortage, this article considers the professional cultures that new teachers encounter in their schools. Using new entrants’ accounts, we characterized three types of professional cultures or subcultures within schools: veteran-oriented cultures, novice-oriented cultures, and integrated cultures. In veteran-oriented cultures, new teachers described norms of professional interaction determined, in large part, by the veterans, with little attention to the particular needs of beginning teachers. In novice-oriented cultures, on the other hand, new teachers described norms of professional interaction determined by novices, thus leaving them with little experienced guidance about how to teach. However, in integrated professional cultures, new teachers described being provided with sustained support and having frequent exchanges with colleagues across experience levels. Principals proved to be important in developing and maintaining integrated professional cultures where the particular needs of new teachers were both recognized and addressed.

Educational Administration Quarterly, Vol. 37, No. 2, 250-290 (2001)
DOI: 10.1177/00131610121969316


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