Abstract
This article is aimed at probationer teachers in Scotland, their induction supporters, and ll those with a responsibility for their support and professional development. It argues that the induction process is not merely a mechanistic one, supported only by systems in schools, local authorities and the General Teaching Council for Scotland (GTCS), but a more complex process where the relationship between the new teacher and the supporter is central to its success. In particular, the characteristics and skills of the induction upporter in relation to giving feedback are influential. This applies to feedback in all its orms – formative and summative, formal and informal. The ability of the probationer to andle that feedback and to be proactive in the process is also important.
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