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ERIC Number: EJ1159878
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: EISSN-1837-6290
Beginning Teacher Induction in Secondary Schools: A Best Practice Case Study
Kearney, Sean
Issues in Educational Research, v27 n4 p784-802 2017
Beginning teacher induction is becoming an increasingly popular process in acculturating teachers to their new careers. The problems that teachers face early in their careers are well known, and effective and ongoing induction is one of the foremost practices for alleviating the pressures that teachers face early in their careers. While induction practices have become more common in recent years, there are still no mandated structures for inducting teachers into the profession throughout Australia. In a collective case study of six different programs in independent schools in Sydney, Australia, the author showcases one case in particular that illustrated best practice when matched against other well-known, successful international programs. In the current article the induction program is viewed in light of best practice internationally, and best practice criteria that have been ascertained from a selection of local, national and international reports and an international review of induction programs. The article showcases what best practice looks like from the perspective of the teachers who have undertaken the program and the school leadership who implemented the program.
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A