Induction and needs of beginning teacher educators

This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. The study was a project carried out by members of the Association of Teacher Educators Europe (ATEE) Research and Development Centre Professional Development of Teacher Educators. Induction is seen as a process of becoming a teacher educator and encompasses two levels. Firstly, it refers to the organizational induction into the teacher education institute. Secondly, it is about becoming a member of the profession (professional induction). Data were gathered through semi-structured interviews with 11 beginning teacher educators. The findings indicated that induction is quite problematic. None of the teacher educators experienced a satisfying induction into their institute and the profession as well. The article concludes with recommendations for improvement of induction practices and further research. This collaborative research project also revealed a lack of shared language in communicating professional issues and the need to further develop this within international communities like the ATEE.

2017

Beginning teacher induction is becoming an increasingly popular process in acculturating teachers to their new careers. The problems that teachers face early in their careers are well known, and effective and ongoing induction is one of the foremost practices for alleviating the pressures that teachers face early in their careers. While induction practices have become more common in recent years, there are still no mandated structures for inducting teachers into the profession throughout Australia. In a collective case study of six different programs in independent schools in Sydney, Australia, the author showcases one case in particular that illustrated best practice when matched against other wellknown, successful international programs. In the current article the induction program is viewed in light of best practice internationally, and best practice criteria that have been ascertained from a selection of local, national and international reports and an international review of in...

Profesorado. Revista de Currículum y Formación del Profesorado, 2021

The first years as a teacher are intense in both the professional and personal aspects. Tension, stress, dissatisfaction and insecurities affect teachers who start teaching. To support beginning teachers, many countries have launched induction programmes which offer beginners the support, not only of a mentor, but of a set of complementary training experiences. In this article, we describe the perceived effects of participants of the Inductio programme that was developed in the Dominican Republic five years ago. Questionnaires and interviews have been used with teachers participating in the programme, as well as principals and coordinators of schools where some of these teachers currently teach. The results show that discipline, planning and methodology remain problems for beginning teachers. Retrospective evaluation of the programme is highly favourable in all of its aspects, especially regarding the support received by a mentor. The Inductio programme has been shown to be effective in providing a training experience that is adapted to the needs of beginning teachers.

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2008 \ Making a difference: The role of initial teacher education and induction in the preparation of secondary teachers Acknowledgements The research team would like to thank the Teaching and Learning Research Initiative (TLRI) for the opportunity to explore the graduating and newly qualified teachers' experiences in becoming a teacher, and the New Zealand Council for Educational Research (NZCER), which administers the TLRI. In particular, we wish to acknowledge the support of Marie Cameron, our NZCER research contact, as well as Christina Smits and Robyn Baker. Many thanks to Philippa Butler, a researcher from Massey University. She provided ongoing and valuable assistance with the research implementation and data analysis. Lastly, but most importantly, the research team would like to thank the many teachers who participated in the project. In total, the project involved 855 graduating teachers, many of whom volunteered to be further involved in a series of interviews. In addi...

Summary The research study reported in this paper was originally commissioned by ESCalate as part of its agenda for developing induction support for pre- service teacher educators. The study aimed to collect and analyse examples of the practices used by Higher Education Institutions (HEIs) in inducting initial teacher educators into Higher Education (HE) work, and to identify and analyse induction provision from the perspectives of a sample of New Teacher Educators (NTEs). The study found that most induction provision occurs within teacher education departments, often at the micro levels of the teaching or subject team. The paper discusses the findings with particular references to Lave and Wenger's (1991) concepts of legitimate peripheral participation and communities of practice. The conclusion draws on the study as a whole to suggest guidelines for good practices in teacher educator induction. The research study reported in this article was originally commissioned by ESCalate...

Australian Journal of Teacher Education, 2015

Beginning teachers' induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers' experiences and the perceptions of their induction into the teaching profession and the support they received. A key finding was that many beginning teachers entered the profession through casual or contract positions. Although the beginning teachers reported receiving satisfactory support, the support received varied among schools. Beginning teachers' perceptions of their induction are that the mentor and induction programs are limited. Lack of support, work dissatisfaction and an informal entrance into the profession influences beginning teacher's career plans and thus teacher attrition.

European Journal of Education, 2014

The deep economic, social, technological and cultural changes in Europe represent a real challenge for teacher education. The teacher's role is becoming more complex and demanding, while the expectations of society are rising. Teachers are expected not only to enable optimal development of increasingly heterogeneous groups of pupils, but also to mitigate the effects of social inequality. All this requires qualitative changes in pre-service and in-service teacher education. In this regard, the transition from school/university to professional life -the induction period and early career years -requires special attention. In this phase, a fruitful synthesis of theory and practice can occur if novices are systematically introduced and supported by good mentoring in the transition from study to school life and culture, but a 'practice shock' is also possible during which many positive effects of pre-service education are lost. mentioned a certain 'blind spot' in this area and stressed the need to pay more attention to this issue by researching and building good models of induction. In this article, we present and compare different existing concepts and models of induction in various European countries and elsewhere, together with their critical analysis. Our aim is to identify some principles and optimal solutions that would foster teacher's professional development in this important phase of their career.

This paper explores a neglect of pedagogy in the professional learning of early career teachers. Our analysis is positioned in relation to the teacher socialization and teacher induction bodies of literature which rarely focus on conceptions of, and attention to, pedagogy as critical to the success of early career teachers. Instead, much of the literature as well as the experience of many new graduates shows that teacher induction is primarily concerned with administrative and student management matters. This paper draws on data from case studies of teachers in their first years of appointment and a longitudinal study of the relationships among professional learning, the quality of pedagogy and student outcomes, involving teachers at all career stages. Our analyses highlight the need for a reconceptualisation of induction to include a clear and substantial focus on pedagogy, and raise questions about common developmental assumptions that equate teaching experience with teaching quality.