Effects of teacher induction on beginning teachers' teaching: A critical review of the literature

Jian Wang, Sandra J. Odell, Sharon A. Schwille

Research output: Contribution to journalArticle

170 Scopus citations

Abstract

Drawing on literature since 1997, this review explores the effects of teacher induction on beginning teachers' conceptions and practice of teaching, and it identifies three approaches to understanding such effects, as found in the literature. The first approach addresses the assumed effects of teacher induction components on beginning teachers' teaching using theoretical assumptions as a base. The second approach analyzes the effects through teachers' self-reports. The third explores the effects of using multiple data sources. Although teacher induction affects beginning teachers' ideas about teaching, few studies capture its effects on teaching practice and student achievement. Thus, this review suggests directions for future research.

Original languageEnglish
Pages (from-to)132-152
Number of pages21
JournalJournal of Teacher Education
Volume59
Issue number2
DOIs
StatePublished - Mar 2008

Keywords

  • Novice teacher learning
  • Teacher induction
  • Teaching practice

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