Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

This article gives an overview – in the form of a “review of reviews” – of existing knowledge in the research on teacher induction programs in primary and secondary schools. The article is based on seven reviews. The article describes the various elements that can make up teacher induction programs in primary and secondary schools, and shows that such programs – with their various content and contexts – can contribute to the professionalization of teaching. This includes the development of insight, self-efficacy, and self-esteem. Induction training can counteract burnout, strengthen teacher resilience and thereby facilitate continuing professional development and a firm foothold in the job as a teacher.

A Booster for Turkish Novice Teachers

This chapter outlines the many ways in which reflective teaching could be adopted during formal teacher inductions. It sums up the induction policies, programs, and reflective teaching methodology facilitated in the curricula in a number of countries. Policies and activities in Turkey where reflective teaching has recently begun to show in formal teacher induction programs will be discussed. Problems regarding practice of reflective teaching during induction programs in Turkey and some others will be reviewed. Reflective teaching practices during pre-service training prior to formal induction will be mentioned. Research that highlights ways in which teachers can develop their reflective teaching will be explored. Finally, some recommendations that might help enhance novice teachers' reflective teaching perceptions will be made.

Teacher Induction Program: First Experience in Turkey

Perspectives on beginning teachers’ possible problems and their reasons force many of the countries to develop teacher induction programs. Teacher induction programs are extensive, consistent and ongoing professional processes aiming to train, support, and protect novice teachers. In Turkey, the process of “teacher induction program” which has been initiated in 2016 is a regulation to train novice teachers for six months. The rationale of the program for the novice teachers is to have more practical experience and in turn to teach effectively in their classrooms. As each new regulation can be accompanied by some obscurities, scientific research will serve to increase the quality of the processes and practices in teacher induction programs. In this sense, the current research aims to determine the views of 357 novice teachers on the goal achievement of the teacher induction program. A questionnaire form was developed to collect the data consisting of 43 questions one of which is an open-ended question. Results suggested that preservice education and teacher induction program have similar contributions in regard to the goal achievement of the teacher induction program. Moreover, considering the process as a whole, the mentor has an important role in the development of novice teachers.

Induction of Teachers in the English Speaking Caribbean

This chapter examines the implementation of teacher induction programs to assist new teachers in the Anglophone Caribbean who, like their counterparts in other parts of the world, face a steep learning curve in the first five years of employment. The programs are part of a wider regional thrust to improve academic performance, and they are as varied as the territories in which they exist. A description of the programs implemented in each territory is presented. Information for the description was garnered directly from the ministries of education of each territory and also from their websites. This is followed by a summary of the findings of the research on induction available from Trinidad and Tobago, Jamaica and Belize. It was discovered that all territories have implemented some form of induction program, and that these programs are beneficial to new teachers. The programs also have shortcomings which can be mitigated by the implementation of the recommendations proposed in the Draft Framework of Generic Teaching Performance and Academic Standards.