ABSTRACT
In this chapter, we examine teacher development through the lenses of three related components—teacher demographics, selection and recruitment into teacher education, and new teacher induction—and attempt to address the complexities inherent therein. The chapter begins with an analysis of the research literature guided and framed by the following questions: (a) Who are the pre-service teachers enrolled in teacher education programs and subsequently who teach in P–12 schools, and what do these teachers have in common? (b) How do teacher education programs select and recruit their teacher candidates? and (c) How do teacher education programs, districts, and states induct and provide support for their teachers once they have graduated and accepted teaching positions? We focus on these three related areas (demographics, selection and recruitment, and induction), critique the practices, and conclude with transformative recommendations.
