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ERIC Number: EJ1159298
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0260-7476
Beginning Teachers' Induction in Chile: The Perspective of Principals
Flores, Catherine
Journal of Education for Teaching: International Research and Pedagogy, v43 n5 p520-533 2017
This case study investigated the role of school principals in the induction of beginning teachers in Copiapó, Chile. Building upon group and individual interviews, and review of extant literature, the following findings were established: (a) principals in this study expect beginning teachers to be fully formed as classroom teachers; (b) principals were unlikely to talk about induction practices that might help beginning teachers to learn pedagogical strategies for classrooms; and (c) principals' induction practices focused on the symbolic role that principals play as the highest authority within the school which has little practical influence on helping beginning teachers to develop their pedagogy. Implications for policy and practice are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile
Grant or Contract Numbers: N/A