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Professional identity tensions are a common part of teachers’ experience and have been shown to present opportunities for professional growth when approached as a learning opportunity. This study investigated the use of a questionnaire as a tool within an at-tension pedagogical approach. Authors collected data from six teacher candidates enrolled in a 13-month post-baccalaureate teacher preparation program, including written responses to a questionnaire, participant reflection notes, and instructor journals. Analysis focused on identifying the sources of participants’ most frequent tensions, their affective and behavioral responses, and their perspectives on the process of reflecting on tensions as a structured part of their preparation program. We found that early, supportive clinical experiences coupled with strategies for supporting productive responses to tensions can promote teacher learning. This study contributes to a better understanding of how teacher preparation and induction programs can best support beginning teachers in negotiating professional identity tensions. 

The importance of attending to teachers’ transition from student to teacher (i.e., induction period) is increasingly recognized. This article describes efforts to develop, implement, and iteratively revise a mentoring program for beginning secondary science and mathematics teachers. We explain the conceptualization of the program in terms of four dimensions of teachers’ professional practice and varying mentoring approaches and formats. Examples of mentoring program components illustrate the program design. Lessons learned from the first 2 years are explored utilizing participant data as evidence. Plans for our program are discussed as well as implications for other teacher education programs.