Research on learning to teach has implications for the design of induction and mentoring programs: (a) Giving beginning teachers difficult teaching assignments (multiple preparations, subjects out of their field, or demanding extracurricular assignments) is not only stressful for them but impedes the process of learning to teach; (b) to survive the shock of classroom reality, novice teachers need collegial support from experienced teachers and peers; (c) in addition to training in how to provide support, mentor teachers can benefit from learning about cognitive theory and how to integrate subject matter into discussions with novice teachers; (d) beginning teachers should be evaluated differently than experienced teachers because learning to teach is a highly complex process that takes time to master.
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