Abstract
AbstractThe process of beginning teacher induction has gained widespread attention in the literature as a means to help newly appointed teachers negotiate the early years of their careers, which are characterized by high attrition rates, due in part to stress, burnout, heavy workloads, and lack of support. While there is empirical evidence to suggest that comprehensive teacher induction can curtail teacher attrition by up to 20%, there exists a lack of understanding with regard to how to develop and implement effective programs. Although new teachers face some distinctive challenges, all new career starters, irrespective of their field, have a period of adjustment to go through. This article presents a conceptual framework for understanding beginning teacher induction as a situated learning process through an organizational socialization framework more commonly used in business. By conceptualizing beginning teacher induction through a common framework, culminating in a shared understanding of induction, i...
Highlights
This paper provides a new framework for conceptualizing beginning teacher induction through an organizational socialization framework relying on situated learning
The nature of beginning teacher induction in the process of acculturating beginning teachers to their profession has received considerable international recognition in past decades as one of the foremost means of facilitating the transition from student to teacher (Feiman-Nemser, 2001); arresting teacher attrition (Australian Education Union [AEU], 2009; Department of Education Science and Training [DEST], 2002; Ingersoll, 2012; Ingersoll & Kralik, 2004; Smith & Ingersoll, 2004); and, alleviating the hurdles that many beginning teachers face in the early years of their career (Jensen, 2010; Serpell, 2000; Wojnowski, Bellamy, & Cooke, 2003)
It has been shown that beginning teacher induction has been proven in recent decades in multiple national and international studies to help ameliorate the problems that beginning teachers face in the early years of their career (Jensen, 2010; Serpell, 2000; Wojnowski et al, 2003), and are successful at arresting growing attrition among beginning teachers (AEU, 2009; DEST, 2002; Ingersoll, 2012; Ingersoll & Kralik, 2004; OECD, 2005; Serpell, 2000; Smith & Ingersoll, 2004; Wojnowski et al, 2003)
Summary
Reconceptualizing beginning teacher induction as organizational socialization: a situated learning model Follow this and additional works at: https://researchonline.nd.edu.au/edu_article Part of the Education Commons. This article was originally published as: Kearney, S.
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