Necessary but non-existent: The paradox of teacher induction in Portugal

Abstract

The induction of beginning teachers has attracted a number of scholars as it is seen as the fundamental link between initial and in-service teacher education. In this paper I examine the Portuguese case as far as teacher induction is concerned, particularly in terms of policy and research. The paper ends with the discussion of key issues that need to be considered in future scenarios in which induction plays a pivotal role in the professional development of teachers. Issues of who, what and for which purposes are explored as well as the role of policy makers, teacher education institutions and schools. Implications for the design of induction programmes are discussed.

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

“…Moreover, the absence of structured induction programmes in Bangladesh clearly shows that the stakeholders do not care that much about the novice teachers' transition to the profession, and they are negligent about teacher preparation as is the case in Portugal (M. A. Flores, 2021).…”

Entre a universidade e a escola:

“…Os processos de inserção e de indução profissional foram estudados em Portugal por Flores (1999, 2008, 2015, 2021, Flores e Day (2006), Cardoso (2007Cardoso ( , 2014, Cardoso e Ferreira (2008, 2009; Ferreira e Cardoso (2008), Flores e Ferreira (2009), Marques e Reis (2014) e Alarcão e Roldão (2014). Dentre esses estudos Flores (1999), analisa a forma como são vividos os três primeiros anos de experiência docente na perspectiva dos professores principiantes recémlicenciados pela Universidade do Minho (UMinho), identificando as dificuldades enfrentadas e a pertinência de criação de programas de indução.…”

“…Em relação à existência de rede de apoio recebido no processo de inserção profissional, a totalidade dos narradores afirmou não ter participado de programa formal de indução profissional, ou seja, embora haja previsão legal de implementação e regulamentação 6 , não há políticas de inserção dos iniciantes na profissão, como apontado por Flores e Ferreira (2009) e Flores (2021).…”

Teacher Induction in Review: Concurrent Meanings and Prevailing Practices

“…The teacher induction occurring in one's early years in the profession can be associated with the following: informal monitoring; mentorship; an instituted support and retention policy; and even probationary internships (Alarcão & Roldão, 214;André, 2012;Flores, 2021;Marcelo & Vaillant, 2017;Wong, 2020). Mentorship stands out among the most recurrent induction strategies, and it is usually conducted by a more experienced teacher who is an expert in teaching and in the discipline, holds a teacher educator position and is responsible for monitoring and supporting the beginning teacher in their classroom.…”