Article
Understanding beginning teacher induction: a contextualized examination of best practice
Cogent Education
(2014)
Abstract
The problems that teachers face early in their careers are a major factor in
growing rates of attrition among neophyte teachers. According to the Organisation
for Economic Co-operation and Development, high rates of attrition, coupled with
and aging teacher population in many countries in the developed world, may cause a
teacher shortage crisis in coming years. Beginning teacher induction is an imperative
process in acculturating teachers to their new careers and helping them overcome
the hardships of teaching and the accreditation process. While induction practices
have become more common in recent years, there are still no mandated structures
for inducting teachers into the profession throughout Australia. This article reviews
a number of international induction programs, which have been successful in
supporting beginning teachers and curbing attrition rates, to emphasize why many
programs are inadequate at meeting the needs of beginning teachers. The review
proposes a definition for induction to better understand common misconceptions and
highlights best practice induction as a way to retain quality teachers in the profession
and help ameliorate conditions for beginning teachers. Finally, recommendations are
made, specifically in the Australian context, which could help to improve induction
practices to better acculturate neophyte teachers to their profession.
Disciplines
Publication Date
2014
DOI
10.1080/2331186X.2014.967477
Citation Information
Kearney, S. (2014). Understanding beginning teacher induction: a contextualized examination of best practice. Cogent Education, 2014(1). DOI: 10.1080/2331186X.2014.967477