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Abstract
The field of teaching has and still inducts its newest members into the profession in ways that are not dissimilar to hazing. Using research on beginning teacher development and my dissertation work, where I traced the instructional trajectories of nine secondary history/social studies teachers starting in their preparation and following them into their second year of teaching, this essay highlights some of the issues facing new teachers while suggesting ways that schools and districts might create systems of support that cultivate, rather than deteriorate, the next generation of teachers.
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