Kearney, S. P. (2015). Reconceptualizing beginning teacher induction as organizational socialization: a situated learning model. Cogent Education, 2 (1).
The process of beginning teacher induction has gained widespread attention in the literature as a means to help newly appointed teachers negotiate the early years of their careers, which are characterized by high attrition rates, due in part to stress, burnout, heavy workloads, and lack of support. While there is empirical evidence to suggest that comprehensive teacher induction can curtail teacher attrition by up to 20%, there exists a lack of understanding with regard to how to develop and implement effective programs. Although new teachers face some distinctive challenges, all new career starters, irrespective of their field, have a period of adjustment to go through. This article presents a conceptual framework for understanding beginning teacher induction as a situated learning process through an organizational socialization framework more commonly used in business. By conceptualizing beginning teacher induction through a common framework, culminating in a shared understanding of induction, it is envisaged that more effective programs may be implemented to help support teachers in the early years of their career.
continuing professional development, education policy, educational change & school reform, work-based learning