QUT ePrints

A Program for beginning teachers' perceptions of their induction into teaching

Hudson, Sue, Beutel, Denise A., & Hudson, Peter B. (2007) A Program for beginning teachers' perceptions of their induction into teaching. International Journal of Practical Experiences in Professional Education, 10(2), pp. 1-7.

Abstract

Comprehensive school-based teacher induction programs are crucial for successful transitions into professional practice and for retaining beginning teachers in the profession. Indeed, quality mentoring programs can shape significantly beginning teachers’ practices. The aim of this qualitative, year-long study was to explore and describe the induction experiences of eight beginning teachers as they negotiated their first year of teaching. Multiple forms of data were collected from the teachers throughout their first year of teaching. By the end of the year only one beginning teacher appeared to be consistently mentored. This study highlights the need for principals and school staff to re-assess their contribution to beginning teachers’ development within specific school contexts, which includes the allocation of a mentor to discuss key issues and share practices, scheduled time for collaboration with colleagues, support for continued professional development, and clear guidelines for mentor support.

Impact and interest:

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

156 since deposited on 26 Aug 2008
21 in the past twelve months

Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 14515
Item Type: Journal Article
Additional URLs:
ISSN: 1329–9492
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2007 (The authors)
Deposited On: 26 Aug 2008
Last Modified: 09 Jun 2010 23:02

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page