A program for beginning teachers' perceptions of their induction into teaching

Comprehensive school-based teacher induction programs are crucial for successful transitions into professional practice and for retaining beginning teachers in the profession. Indeed, quality mentoring programs can shape significantly beginning teachers' practices. The aim of this qualitative, year-long study was to explore and describe the induction experiences of eight beginning teachers as they negotiated their first year of teaching. Multiple forms of data were collected from the teachers throughout their first year of teaching. By the end of the year only one beginning teacher appeared to be consistently mentored. This study highlights the need for principals and school staff to reassess their contribution to beginning teachers' development within specific school contexts, which includes the allocation of a mentor to discuss key issues and share practices, scheduled time for collaboration with colleagues, support for continued professional development, and clear guidelines for mentor support.