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ERIC Number: EJ971651
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-1941-5257
All's Well? New Zealand Beginning Teachers' Experience of Induction Provision in Their First Six Months in School
Grudnoff, Lexie
Professional Development in Education, v38 n3 p471-485 2012
While the importance of induction for increasing beginning teacher retention and supporting professional development is widely recognised, less is known about the nature of support that novices encounter when they first start teaching. This study investigated 12 first-year New Zealand primary teachers' perceptions of their induction experiences in their first six months of teaching. Semi-structured interviews (n = 24) were the primary sources of data for this qualitative study. The study showed that despite New Zealand's longstanding commitment to the induction of beginning teachers, the participants' experiences were diverse and variable. The findings point to the learning and development opportunities open to beginning teachers when they work in schools that both recognise novices' particular needs and have a school-wide commitment to the ongoing professional learning of all teachers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand