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...