The challenges of beginning teacher induction: a collective case study

Behavioral Factors Affecting the Acclimatization of Newly-Appointed Teachers in Primary Schools: An Empirical Investigation

“…The study initially drew attention to the importance of a cooperative climate and the principal's guiding/supportive role upon receiving and acclimatizing teachers to their new school. It is worth noting that, unlike previous research (Feiman-Nemser et al, 1999;Kearney, 2021;Serpell, 2000), this empirical study has not indicated the need for partial relief of newly-appointed teachers from teaching or other extracurricular obligations, nor for a limited work schedule. This might be attributed to the particularities of the Greek school reality and, more specifically, to the frequent mobility of teachers from one school to another and the understaffing of several school units around the country.…”

“…The reception and acclimatization of teachers in their school units has been proven by research to influence the school's smooth operation, the professional growth of the teaching staff and the provision of optimum teaching to students (Kearney, 2021;Kyrou et al, 2020;Saitis & Saiti, 2018;Wong, 2004). Despite its significance, organizing the reception of newly-appointed teachers in schools presents a number of challenges and hardships (Mansfield & Gu, 2019;van Velzen et al, 2010).…”

“…School units are primarily qualified for the implementation of integration programmes (Kearney, 2021), as it is on their premises that teachers work on a daily basis. However, social institutions, scientific associations or other educational institutions (Zembytska, 2016) and the networks of cooperation between them (Alliance for Excellent Education, 2004) are also recognized as potential actors in programmes designed for the reception and acclimatization of teachers in schools.…”

Teacher Induction in Review: Concurrent Meanings and Prevailing Practices

“…In turn, Kearney and Boylan (2015) and Kearney (2019) propose an operational definition of induction based on a literature review that also links it to professional development. For these authors, induction constitutes the first stage of a continuous professional development that leads Cad.…”

“…Thus, the independence relation between both terms makes sense, since authors like Smith and Ingersoll (2004) say that it takes much more than mentorship to improve induction programs. In turn, Kearney (2019) signals, in discussing the problems reported by new teachers in the Australian context, that an inadequate mentorship program can harm the induction process. In his research findings, the same author points out that in the programs that showed a mistaken appropriation of induction, some teachers confused the terms mentorship and induction.…”