A Conceptual Review of Literature on New Teacher Induction.

Abstract

This paper reports the results of a literature review on the subject of beginning teacher induction, presenting a conceptually oriented discussion of the induction literature. It examines the multiple meanings associated with induction as a phase in learning to teach, a process of teacher socialization, and a program for beginning teachers. The paper begins by underscoring the special character of the first encounter with real teaching and highlights the pivotal position of the induction phase in a broader continuum of teacher preparation and development. The report goes on to discuss induction as a process of teacher socialization and of initiating teachers into their new role. It also examines beginning teacher induction as a process of situated learning. The paper explains induction as a formal program for beginning teachers, offering a brief history of the process; defining induction programs; noting characteristics of quality programs (e.g., a developmental stance toward beginning teachers, a supportive context, and mentoring); and describing programmatic dilemmas or tensions (e.g., individualistic versus collective orientations and retention versus quality). (Contains 97 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

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