This study considers the usefulness of formal teacher preparation for those with prior teaching experience. We examine the experiences of STEP (Stanford Teacher Education Program) graduates who had significant classroom teaching experience prior to entering STEP. Five themes emerge as central to the learning of these experienced teachers during their STEP year: a greater awareness of the students in their classes who are struggling academically and how to help them; a broader and more complex understanding of curriculum planning; the importance of collegiality and collaboration in professional life; the value of feedback and structured reflection; and theoretical frameworks of education that enhanced both pedagogy and appreciation for broader educational issues outside the classroom. The comments of these STEP graduates reveal their strong support of a comprehensive training experience that recognizes the value of classroom experience but situates it in an intellectually rigorous context of reflection, feedback, and collaboration.
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