Many writers have referred to the ‘reality shock’ experienced by beginning teachers. In the belief that this phenomenon would be reflected in the neophytes' perceptions of themselves in the teaching role, their commitment to teaching, and work satisfaction, this study examined the nature and extent of change in these characteristics during the transition from education student to beginning teacher. Contrary to expectations, the data produced evidence of overwhelming stability. The paper examines the implications of these findings for theory and practice, making particular reference to recent ideas on teacher induction.
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