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…

Previous research indicates that beginning teachers are not fully prepared for what awaits them in the workforce. This study highlights the value of partnerships among higher education providers, schools and employers and links the experiences of beginning teachers to initial teacher education (ITE). Real-life experiences from the field provide…

Teacher education programmes within Canada are markedly different in structure and duration across the provinces, which affects programme delivery for teacher candidates and their opportunities for clinical practice. This paper provides a brief overview of Canadian pre-service teacher education, a summary of new teacher induction and mentoring…

This paper reviews the range of institutional strategies which it might be appropriate and desirable to have in place to support and enhance the effective mentoring of trainee teachers in UK colleges of further education. The high degree of importance being attached to mentoring by various government bodies, with reference to initial teacher…

This "Research in Progress" report describes the need to explore how the experiences of teachers following different routes into the profession compare, and how integrated their initial teacher preparation, new teacher induction and early professional development programmes appear to be in practice. The "Becoming a teacher"…