ABSTRACT
The perceptions of first, second and third year Japanese beginning teachers about their initial preparation and induction into primary and secondary teaching are investigated. The complete population of 657 primary and lower secondary beginning teachers of Hiroshima prefecture were asked to rate the extent to which their initial training had developed their knowledge, skills and attitudes for teaching. Replies were received from 304 teachers (46% of the population). Analysis of mean ratings shows that higher ratings are associated with both nature and length of professional experience. Issues for initial teacher education are discussed and implications are explored for teacher education reform to promote professional development of teachers.
