Interdisciplinary Teaming as an Induction Practice

Abstract

The role of interdisciplinary teaming in the induction of new teachers was examined at two middle level schools through the perceptions of three par ticipant groups: new teachers, mentors, and principals. Data collected through a mixed-method design indicated that participants perceived inter disciplinary teams as an integral part of the induction process of new teach ers that supported their personal and professional needs. Teaming was most helpful in meeting new teachers' professional needs chiefly through sup porting the management practices of new teachers.