Beginning Teacher Learning: Assessing Effective Induction
Case Study Analysis of Beginning Teacher Induction
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Beginning Teacher Learning and InductionEffective induction has the potential to positivelyinfluence teacher practice. To date, beginningteacher induction has generally been investigated ina fragmented fashion. This book aims to bridge thatresearch gap by reporting on a holistic investigationinto the lived experiences of beginning teachers,through case study analysis of seven effectiveinduction programmes. Questions central to theinquiry were: what were the programmes and practicesthat supported the professional development andlearning of the beginning teacher? To what extent didthese structur...
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 teacher s 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.
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 teacher s 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.
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