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Abstract

We examine teacher induction programs through a systematic review of existing international literature from 2012 to 2022. Three of the most comprehensive online databases for educational research (Edu- cation Research Complete, ERIC EBSCO, ScienceDirect) were considered for the search, which resulted in eight documents being retrieved and considered in the analysis. We also review teacher induction programs in six jurisdictions (Estonia, Finland, Hong Kong SAR, Japan, Singapore, South Korea) with consistently high-performing students on the PISA reading, mathematics, and science assessments over the past decade, summarize teacher induction best practices identified in prior international comparison studies, and compare these results with induction programs in jurisdictions with low-performing stu- dents on these same assessments. Finally, we summarize our results, discuss limitations in our findings, and identify ideas for further and future research.

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... Induction programs, defined as structured activities for socializing novice teachers into the profession, play a crucial role in bridging teachers' pre-service education and their first years of teaching (Heikkinen et al., 2018). Induction programs intended to offer training for classroom management and propose successful teaching methods reduce the complexity of the transition into the teaching profession and increase the retention level of skilled teachers (Courtney et al., 2023;Wynn et al., 2007). Also, specific induction arrangements seem to be effective factors in lessening the level, as well as the difference over time, of certain perceived stress factors and stress reactions among teachers (Harmsen et al., 2019). ...
... For instance, novice teachers often struggle to manage their classrooms (Headden, 2014), tend to be less successful than veteran teachers (Atteberry et al., 2015), and usually work in schools with low socioeconomic student backgrounds or students from underrepresented populations, or both (Goldhaber et al., 2015). As an organized effort to tackle these challenges, induction programs have emerged to become, in many schools, a critical institutional arrangement to support beginning teachers (Courtney, et al., 2023). In this sense, induction programs are an institutional endeavor through which teachers can access formal or informal induction activities. ...
... Third, the study's proposed framework explicitly postulates a link between even broader contextual conditions and teachers' participation in induction programs. Scholars in the field of comparative and international education have suggested that national factors matter to education (Courtney et al., 2023;Sydnor et al., 2023;Tveitnes and Hvalby, 2023). The important indicators examined include whether the county is affluent, how equally/unequally wealth is distributed, and to what extent education is valued and invested in as compared to other sectors (Chmielewski and Reardon, 2016;Chudgar and Luschei, 2009;OECD, 2018). ...
Article
The study investigates the associations between contextual variables and teacher participation in induction programs across national boundaries. The study used both the 2018 TALIS and the 2018 PISA datasets collected by the OECD. Adopting regression models first, this study quantified the variance in induction programs that is related to teacher and school variations, respectively, within each country. Then, employing multi-level models, the study specified the association between teacher participation in induction programs and variables at three levels, including teacher backgrounds, school contexts, and national policy variations. This research provides evidence to inform policymaking, school leadership, and decision-making for teacher induction programs.
... The transition from the controlled learning settings of ITE to the unpredictable nature of real classrooms brings about a 'reality shock' (Veenman 1984), characterised by an array of unforeseen challenges (Smith, Ulvik, and Helleve 2019;Tsui 2003). These challenges encompass not only classroom management, learning assessment, and student engagement (Mintz et al. 2020), but also extend to broader institutional issues, such as community integration and workload management (Courtney, Austin, and Zolfaghari 2023). This spectrum of difficulties, coupled with often inadequate institutional support (Darling-Hammond 2017;De Neve and Devos 2017;Farrell 2016), such as insufficient mentoring and structured induction programmes (Gaikhorst et al. 2014), along with limited opportunities for collaboration with peers (Bennett et al. 2013), heightens the risk of burnout, leading to higher rates of teacher turnover (Kvam et al. 2023). ...
... Structurally, non-ITE novice teachers encounter significant challenges that exacerbate stress and hinder professional development. Similar to their ITE counterparts, they are burdened with intense workloads, a well-documented primary source of stress among novice teachers (Courtney, Austin, and Zolfaghari 2023;Mu 2022). However, the impact on non-ITE novices is particularly detrimental. ...
... This alignment facilitates a smoother transition into the school community. This congruence contrasts with the integration issues often encountered by ITE-trained teachers (Courtney, Austin, and Zolfaghari 2023), explaining why most participants found the challenges more manageable after the initial three-month adjustment period. Structurally, while professional mentoring was absent for many, the few participants who received structured mentoring underscored its crucial role in nurturing their agency during the first year (Gaikhorst et al. 2014), echoing the vital interplay between individual agency and institutional support (Biesta and Tedder 2007;Priestley, Biesta, and Robinson 2015;Wang 2022). ...
... Mentoring is widely regarded as a critical support for navigating the challenges of transition into teaching profession, enhancing job satisfaction and commitment (Auletto, 2021), reducing work stress (Mosley & McCarthy, 2023), and ultimately lowering the attrition rate of novice teachers (Maready et al., 2021). Consequently, schools in various national regions, including Australia (Wyatt & O'Neill, 2021), Canada (Brown et al., 2020), Chile (Flores, 2019), Estonia (Stingu et al., 2016), Norway , the U.S. (Reeves et al., 2022), China, Germany, New Zealand (Kaya & Baki, 2023), France, Japan, Israel, Sweden, and Switzerland (Courtney et al., 2023;Kemmis et al., 2014), implement formal or informal induction programs with mentoring to improve novice teacher retention. ...
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Previous research has explored what competence qualified mentors need to possess. However, with the increasing advocacy that mentoring can be a professional learning experience for mentors, no studies have synthesized mentoring competence reflected in their mentoring practice. By using the framework of transformative learning theory, this study systematically synthesized 56 empirical studies on in-service teacher mentoring published between 2015 and 2022. The findings provide a conceptual framework for mentoring competence in three dimensions (cognitive, social, and emotional) with eight categories and summarize mentor- and context-related influencing factors. These findings suggest theoretical and practical implications for advancing the research of teacher mentoring.
... Teacher candidates also attend seminars, which are weekly courses at state-run teacher education institutes on both general and subject-specific principles and methods of teaching (Cortina & Thames, 2013). Such an extensive induction phase is not an international standard, although many high-performing PISA countries require a mandatory induction period (Courtney et al., 2023). Teachers in Germany would do well to take advantage of this valuable learning opportunity to optimally prepare themselves for the teaching profession. ...
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Developing and maintaining constructivist beliefs and high levels of enthusiasm are important goals in the teaching profession. Therefore, in the present study, we investigated beliefs and enthusiasm of N = 856 German mathematics teacher (candidates) longitudinally. Results of latent growth curve modeling revealed that teachers’ constructivist beliefs declined, subject enthusiasm initially increased, and teaching enthusiasm remained stable over a 12-year period. Openness to experience buffered a decline in constructivist beliefs. Collaboration with colleagues and reflection were predictive of in-service teachers’ level of constructivist beliefs and their teaching enthusiasm, providing valuable implications about how to promote positive long-term developments.
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Zusammenfassung Der Berufseinstieg stellt Herausforderungen, die Berufseinsteigende annehmen und bearbeiten müssen, um in der Professionalisierung voranzukommen. Dabei werden sie von Mentor:innen der Induktion begleitet. Wie berufseinsteigende und mentorierende Lehrpersonen das Mentoring verstehen, welche Erwartungen sie aneinander stellen und inwiefern die Vorstellungen einer guten Mentoratsperson übereinstimmen, wird in der Studie "Wahrgenommene Anforderungen in der Induktionsphase" (WAIn) der Pädagogischen Hochschule Steiermark (Österreich) untersucht. Ergebnisse der Analyse der mittels eines Fragebogens erhobenen Daten (601 Berufseinsteigende, 134 Mentor:innen) zeigen, dass die Mentor:innen stärker ausgeprägte Unterstützungswünsche erwarten, als die Berufseinsteigenden Unterstützung von ihren Mentor:innen wünschen. Zudem divergieren die Vorstellungen eines guten Mentorings. Berufseinsteigende erwarten ein Beratungsverhältnis, eine Mehrheit der Mentor:innen versteht das Mentorat der Induktion als Ausbildungssituation. Expectations and experiences of novice teachers and mentors regarding mentoring in the induction phase in Austria-Congruencies and divergences Summary Starting a career as a teacher poses challenges that novice teachers must accept and deal with in order to make progress in their professional development. Induction mentors can promote this process. The study "Perceived demands during induction" (WAIn), conducted by the University College of Teacher Education Styria (Austria), examines how career starters and mentor teachers understand mentoring, what they expect of each other, and to what extent their notions of a good mentor coincide. Th e results of the analysis of the data, which were collected by questionnaire (601 career starters, 134 mentors), show that the mentors expect the career starters to wish more support than the career starters actually want from them. Furthermore, the notions of good mentoring diverge. Th e career starters expect a counselling relationship while the majority of the mentors consider mentoring during induction to be a training situation.
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Reformers in developing countries increasingly seek to raise education quality. Yet we know little about the politics of improving education. One significant and instructive case of reforms designed to boost education quality comes from Chile, where in 2016 the government enacted a sweeping reform of teaching careers. This paper first uses a quantitative analysis of appearances in the news to identify key stakeholders and then turns to process tracing to analyze how and when these stakeholders influenced reform dynamics. Comparatively, the Chilean case differs from similar reforms elsewhere in Latin America due to the absence of business, the strong role of policy networks, and the final negotiated settlement with the teacher union. Theoretically, the analysis confirms general theories that emphasize the roles of distributive politics and policy networks.
Book
The articles in this volume are located largely within the ethnographic method of educational enquiry aiming to bring to life the internal workings of the school. They include how teachers maintaIn order, how thet treat their pupils, how they cope with pressure, how they relate to their colleagues and what goes on in staffrooms. They draw on a range of theoretical perspectives, including interactionism, ethnomethodology, Marxism and the 'New Sociology of Education'.
Article
Teachers operate amidst continuous societal changes that transform schools. In response, teachers must acquire wide-ranging professional competences to work in complex school situations while cooperating with numerous partners both within and outside the school. This study examines how teacher growth and the new demands of the teaching profession appear from the perspectives of school leaders and newly qualified teachers. The aim is to investigate in which professional competences new teachers require support at the beginning of their careers. After presenting various theoretical reflections, we analyse the empirical data of Finnish school leaders (N = 104) and new teachers (N = 145) using quantitative and qualitative methods. The results indicate that new teachers require support, for example, in order to provide holistic support for students’ learning and in working with partners, both within and outside the school community. The results provide important knowledge for the induction phase of teachers’ careers.
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This paper explores the Estonian novice teachers’ learning and knowledge building (LKB) practices in the extended professional community during the induction programme using well-known knowledge conversion model. The assumption in this study is that a teachers’ participation in the extended professional community facilitates their professional development. The survey was conducted with 101 novices after their induction programme. The patterns of novices’ LKB practices in the professional learning community during the induction programme were explored. The analysis showed to what extent extended professional community may be formed during the induction year. LKB practice patterns among the novices were identified. We discovered that many novices felt that there was insufficient support from other teachers and from university experts. It appears that it is challenging to develop a coherent induction programme as the extended professional community of educators, where different partners collaborate and share professional knowledge is challenging.
Article
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 induction programs. The article showcases what best practice looks like from the perspective of the teachers who have undertaken the program and the school leadership who implemented the program. © 2017, Western Australian Institute for Educational Research Inc. All rights reserved.
Article
Policymakers have increasingly worked to combat teacher turnover by implementing induction programs for early-career teachers. Yet the existing evidence for the effects of induction on turnover is mixed. Drawing on data from the three most recent administrations of the Schools and Staffing and Teacher Follow-Up Surveys, as well as the Beginning Teacher Longitudinal Study, this study investigates whether different kinds of induction supports predict teacher turnover among nationally representative samples of first-year teachers. We find that receiving induction supports in the first year predicts less teacher migration and attrition, suggesting that using induction to reduce new teacher turnover is a promising policy trend. We also find that levels of induction support are fairly constant for different kinds of teachers and teachers in different kinds of schools. The exceptions are that teachers who are Black and who work in schools with more students who speak English as a second language report higher levels of induction supports.
Article
Given concerns with the performance and attrition of novice teachers, North Carolina allocated $7.7 million from Race to the Top to create the New Teacher Support Program (NTSP), an induction model developed and implemented by the state’s public university system and targeted at low-performing schools. In this study, we assess the associations between participation in the university-based program and the performance and retention of novice teachers. Overall, NTSP teachers were more likely to return to the same school. Outcomes varied by NTSP region, cohort, and dosage, with positive performance and retention results for teachers in the region and cohort with the most intensive participation and teachers receiving more coaching. These findings contribute to efforts to develop and retain teachers.
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This article describes a developmental induction model designed specifically to meet the needs of beginning special educators in rural settings. The Bridges to Success project incorporated activities and resources to support effective orientation, mentoring and professional development components of an induction model. The model was implemented with three cohorts of participants, in two cohorts; not all participating mentees were true beginning special educators. Differential outcomes were found by the amount and types of experience mentees possessed, their proximity to their mentor, and their initial level of competence and confidence. Implications for designing effective induction programs in rural areas are discussed.
Article
This article provides a literature review on the effects of the OECD's Programme for International Student Assessment (PISA) on education governance and policy process across participating countries. This review seemed necessary because there has been a growing body of literature on this topic since 2003, especially since 2010, because this literature is not always well‐known and because the discourse on the so‐called ‘PISA shock’ remains important, even if it is more of a metaphor than a concept and may be politically partial. The article exploits a dataset of 87 references which show that PISA introduced major changes in the governance of education worldwide. Driven by soft power strategies and new policy transfers, this governance is based on data and measurement tools which redefine the scales of education policies. It also shows that PISA has a strong influence on a variety of national reforms, as illustrated in many case studies. However, this influence strongly depends on domestic policy contexts that scholars intended to capture through different theoretical frameworks. Nonetheless, few propose overarching theorisations of the political meaning of PISA effects on education governance and policy processes. The article concludes by stressing three main challenges for the subsequent studies on these PISA effects: better conceptualising these effects, preserving an epistemology of uncertainty in order to avoid taken for granted views and normalising the research on PISA effects not to perpetually and artificially rediscover its so‐called novelty.
Article
Sustaining beginning teachers has been one of the greatest challenges in some countries such as the U.S. In contrast, Japan sustains their teachers with the low attrition rate of 1.35%. This qualitative study aims to examine how Japan supports beginning teachers by examining shokuin shitsu or the teachers' room. Results from the qualitative study revealed the critical role that the teachers' room played for novice teachers as a place to exchange necessary information among colleagues, to develop collegial relationships with one another, and to provide a safe environment to make sense of beginning teachers' questions.
Article
Although North American universities are preparing more teachers than ever, attrition remains high in the first five years after certification, particularly in high demand subjects, in rural areas and among marginalized populations. Despite robust scholarship, historians have not contributed to the discussion. This paper examines the initiative known as “Future Teachers Clubs” (FTCs) using historical and contemporary perspectives. We explore the origins and evolution of FTCs. We outline their decline as well as where and why they have remained an important force in teacher induction. Finally, we discuss the possibilities they hold for slowing early career attrition.
Article
Developing effective novice teachers involves many components. Researchers have studied the impact of principals, induction programs, and mentors on the growth and development of novice teachers. Relationships with college/university faculty, students, parents, and support staff can also impact the growth of these novice professionals. The combination of these components creates a mentoring web that works together to empower the individual teacher as they begin their teaching career. The purpose of this article is to outline the mentoring web components and how the implementation of this web can ensure success for novice teachers in their initial years as professionals in the field of education.
Chapter
This chapter first examines the changing international context of teacher education and then the status of teaching and pre-service and in-service teacher education in Hong Kong including the contexts of change that have shaped teaching and teacher education over the last decade. These latter contexts include educational and curriculum reforms, the decline of the school population, and the increase in both student diversity and the children of recent immigrants in local schools. The literature related to teachers’ belief, teachers’ perceptions of success as well as those on teaching and student learning and the development of professional learning communities in Hong Kong are also drawn upon to highlight implications for the future development of teacher education. It is suggested that teacher education programmes could reinforce pre-service teachers’ self-efficacy specifically in classroom management and catering for student diversity as well as teachers’ communication and interaction skills with students. Teacher education institutions could also explore the establishment of partnerships with schools and other organizations which provide policy and resources support for teacher education. Moreover, stress management and stress training activities could be enhanced to help teachers build up habits of work-life balance and enhance their hardiness.
Article
Teachers in Japan earn tenure on their first day of employment -- not after two years of experience based on evaluations of teaching performance or student test scores. This is almost too good to be true. If tenure is so easy to attain, how do the Japanese make sure their teachers, especially novice teachers hired with little teaching experience, provide effective instruction? How do they embed accountability among teachers? An equally amazing fact about Japan is the high retention rate of beginning teachers. In 2006, merely 1.35% of 1st-year teachers in Japan left the profession, compared to the U.S. where almost half leave teaching sometime during the first five years. Why is there such a difference? Is teaching any easier in Japan than in the U.S.?
Article
This article describes teacher education in jurisdictions around the world that have well-developed systems for teacher development. It examines teacher education policies and practices in Australia (with a focus on Victoria and New South Wales), Canada (with a focus on Alberta and Ontario), Finland and Singapore within the context of recruitment, preparation, induction, ongoing professional development and collective improvement of practice. It compares these practices with those in the United States, and evaluates challenges countries face in transforming their teacher development systems.
Article
At the heart of the plans and programs that launched Singapore’s rise to the top of international education comparisons are the tiny nation-state’s commitments to its teaching force beginning with its highly competitive selection process and carrying through its teacher training, its career-long professional development, and even an enhanced retirement package.
Article
In recent years there has been an increase in the number of programs offering support, guidance, and orientation for beginning teachers during the transition into their first teaching job. This study examines whether such programs collectively known as induction - have a positive effect on the retention of beginning teachers. The data used in the analysis are from the nationally representative 1999-2000 Schools and Staffing Survey. The results indicate that beginning teachers who were provided with mentors from the same subject field and who participated in collective induction activities, such as planning and collaboration with other teachers, were less likely to move to other schools and less likely to leave the teaching occupation after their first year of teaching.
Article
In our study, we chronicle the development of two novice urban teachers who developed in to mentors in the third year of their teaching. The two novice teachers were hired to serve as mentors to new teachers in or near their school. Interviews with the teachers about their experiences identified three areas of discussion as a result of their mentoring role that included reflection on the impact to their own practice, identification of the need for time management skills, and realization of the reasons for mentoring. The results of the novice teachers serving as mentors were positive for the mentors and helped to set the stage to sustain the mentoring program.