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coupled with feelings of inadequacy (Katz, 1972). Teachers at this stage often find
themselves conforming to their preconceived images of “teacher” (Burden, 1990, p. 315).
The needs of the beginning teacher at the survival stage include direct help with specific
skills as well as encouragement, reassurance, comfort, support, and understanding (Katz,
1972).
Katz (1972) suggests that this initial stage may last at least 1 year after which
teachers believe they will survive and stay in the profession, thus allowing them to reach
the consolidation stage. They are now ready to consolidate their overall achievements and
to concentrate on learning specific skills. At this second stage, teachers benefit from
discussing, with more experienced colleagues, possible alternatives for action and
resources. Then after several years of teaching they tire of doing the same activities for
successive groups of children. Teachers become interested in learning about new
developments in the field. It is helpful for these educators to meet with colleagues from
other programs, attend conferences, and read more widely as they set professional
learning goals. This third stage is referred to as a time of renewal (Katz, 1972). The final
and fourth stage occurs when a comfortable level of confidence in their own abilities has
been reached. In this maturity stage, questions reflect a deeper level of thinking, are more
abstract and philosophical. Teachers at this stage search for insight, perspective and
realism (Katz, 1972).
To formulate this model, Katz (1972) relied on adult development theory. Stages
of adulthood or life-cycle theory view an individual’s development as a continuous
process that occurs in sequential stages. Stages are characterized by degrees of
equilibrium, disequilibrium, and resolution. The progression, stagnation, or regression