Understanding Beginning Teacher Induction: A Contextualized Examination of Best Practice

Autor/in	Kearney, Sean
Titel	Understanding Beginning Teacher Induction: A Contextualized Examination of Best Practice
Quelle	In: Cogent Education, 1 (2014) 1, Artikel 967477 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2014.967477
Schlagwörter	Foreign Countries; Beginning Teacher Induction; Best Practices; Program Implementation; Faculty Mobility; Accreditation (Institutions); Definitions; Misconceptions; Teacher Persistence; Teaching Conditions; Acculturation; International Programs; Program Effectiveness; Comparative Education; Educational Policy; Australia; California; Canada; China (Shanghai); Connecticut; France; Germany; Japan; New Zealand; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Begriffsbestimmung; Missverständnis; Lehrbedingungen; Unterrichtsbedingungen; Akkulturation; Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Australien; Kalifornien; Kanada; Frankreich; Deutschland; Neuseeland; Schweiz
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01