Kearney, S. (2017). Beginning teacher induction in secondary schools: A best practice case study. Issues in Educational Research, 27 (4), 784-802.
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.
education, secondary school, teacher induction, induction programs, best practice