Do Teacher Induction and Mentoring Matter?

Abstract

In recent years there has been a growing interest in support, guidance, and orientation programs-collectively known as induction-for beginning elementary and secondary teachers during the transition into their first teaching jobs. This study examines whether such supports have a positive effect on the retention of beginning teachers. The study alsofocuses on different types and components of induction, including mentoring programs, collective group activities, and the provision of extra resources and reduced workloads. The results indicate that beginning teachers who were provided with multiple supports, were less likely to move to other schools and less likely to leave the teaching occupation altogether after their first year. Some forms of assistance and support, however, did not appear to increase beginners' retention.

Teachers' Experiences of Induction: A Narrative Retrospective Inquiry

“…Most of the teacher's self-identities are negative in nature, from feeling isolated, to being stifled, and to being an outsider. This supports the research that the first year of teaching is a challenge for most teachers who take on the role of struggling to overcome an obstacle (Dyal & Sewell, 2002;Ingersoll & Smith, 2004).The majority of contextual identities are also negative-suppressed, caged, and not valued. It is interesting to contrast this negativity to the positive coach identitieshelper, confidant, and genie.…”

“…He suggested it is, therefore, ineffective to expose pre-service teachers to complex learning theories, as they are incapable at that time in their development of understanding the implications that will occur in the field. He also noted that a person can obtain one level of development in a particular context, but when faced with a new situation, the expertise may not transfer (Berliner, 1988 Neither theory nor research suggests that beginning teachers are able to react easily in the moment to the many, complex issues that inevitably arise in a classroom on a daily basis (Ingersoll & Smith, 2004). Teaching is inherently an ill-structured problem, as teachers face new situations with new complexities every single day.…”

“…Research suggests teachers' first independent experience in a classroom setting is a transition from students of teaching, to teachers of students (Ingersoll & Smith, 2004). A recurring phenomenon is that beginning teachers report feeling isolated at the onset of their career (Ingersoll & Smith, 2004).…”

“…Research suggests teachers' first independent experience in a classroom setting is a transition from students of teaching, to teachers of students (Ingersoll & Smith, 2004). A recurring phenomenon is that beginning teachers report feeling isolated at the onset of their career (Ingersoll & Smith, 2004). Those who accept a new teaching position in a school either fail or succeed on their own with little help from the school community (Ingersoll & Smith, 2004).…”

“…A recurring phenomenon is that beginning teachers report feeling isolated at the onset of their career (Ingersoll & Smith, 2004). Those who accept a new teaching position in a school either fail or succeed on their own with little help from the school community (Ingersoll & Smith, 2004). Like doctors in a medical residency, beginning teachers need the support of a more knowledgeable other to support them in their development.…”