Beginning Teacher Learning: Assessing Effective Induction

Beginning Teacher Learning and Induction Effective induction has the potential to positively influence teacher practice. To date, beginning teacher induction has generally been investigated in a fragmented fashion. This book aims to bridge that research gap by reporting on a holistic investigation into the lived experiences of beginning teachers, through case study analysis of seven effective induction programmes. Questions central to the inquiry were: what were the programmes and practices that supported the professional development and learning of the beginning teacher? To what extent did these structures, programmes and practices give meaning to teachers practice? How did these meanings inform a particular construct of the beginning teacher? And finally, what were the tensions, accommodations and implications for beginning teacher learning and induction? This multi site collective case study provides a working theory of effective induction, which will be of interest to academics, policy makers, students, school leaders and teachers.