Abstract
The 2-year probationary experience of new teachers was described by the McCrone Report as scandalous and led to the development of an induction standard (as part of an emerging framework or continuum of standards for various stages of teacher development) with related structures of support for beginner teachers in Scotland provided by schools and Education Authorities. The approach adopted by the Evidence for Policy and Practice Information and Co-ordinating Centre review of the international literature since 1998 on teacher induction offers a lens through which to review developments in Scotland. Hastily implemented but generally regarded to be a success by the General Teaching Council for Scotland and the Scottish government, how do the Scottish developments measure up?
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