Abstract
This research followed a cohort of 43 primary PGCE students in England into their first teaching posts who were undertaking the induction year in the first year of its operation. An analysis of the responses identified five key issues: the timing of the statutory arrangements; the reduced timetable; funding; the support system; and career entry profiles. The study indicates that the rapid introduction of the induction year meant that many of the arrangements did not operate as intended
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