Beginning teachers can face anticipation, uncertainty, stress, concern, even fear when first taking up a teaching position. They have to implement all they have learned in the most effective way, create relationships with students, other staff and parents, become part of a system, a school and a staff with all this implies, match the desirable with the possible and finally, cope with the physical demands of teaching full-time.

While this can prove rewarding, and hopefully does for new teachers, it makes for interesting times until the final moment when you know you made the right decision.

This page gives access to procedures and programs used in each state & territory, special reviews, reports and surveys, resources & tools, books, even Survival Guides. It looks at induction, mentoring and other special programs.

For further information be sure to visit — the Professional Development page and, in particular, the Teacher Employment page.



  • Casual Teachers
    This information is included as many beginning teachers have found casual teaching may initially be the teaching option most available.
  • New Educator Support Professional Learning
    The first paragraph on this page is a clear indication of their approach to assisting beginning teachers.
  • Support for New Educators
    ‘New educators are supported during the early years of their career through a variety of programs’. Specifics can be found on the Professional Learning page.
  • Recruitment
    Teacher Registration – ACT Teacher Quality Institute; How to Apply to Teach in ACT public schools; Advice to applicants; Supporting documents for your application and other information to assist with your application and interview.
  • Supporting Staff
    ‘The wellbeing of staff is core business for the ACT Education Directorate. Everyone has a duty to safeguard and nurture the personal wellbeing of themselves and others at work. The following resources can be of assistance to support staff wellbeing’.
  • Work In Canberra
    ‘What we offer and other employment information’. ACT Government site covering all areas of employment including aspects such as ACT information through to Employee tool kits.
  • Working with Us
    Looks at teaching in the Education Directorate system. Check sections in the menu at the left.


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  • Development and Accreditation
    Includes sections on Teacher Performance and Development and Teacher Accreditation. Further options available via the Teachers and Staff item in the top menu.


  • Beginning Teachers Support Funding Policy
    ‘States the department’s policy for the provision of funding support to schools for eligible permanent and temporary beginning teachers’.
  • Casual and Temporary Teaching
    ‘The majority of teachers commence their careers in the NSW public education system as casual or temporary teachers. As a casual teacher you are employed on a day-to-day basis to meet relief needs within the school. As a temporary teacher you are employed full-time for four weeks to a year, or part-time for two terms or more. Casual and temporary employment provides valuable experience for teachers’.
  • Further Support for In-school Mentors
    ‘These resources support in-school mentors and provide effective practice focused support to beginning teachers’.
  • Further Support for Reflection
    ‘Reflective practice is integral to a teacher’s professional growth. The following resources can support beginning teachers to reflect on their practice against the standards at the proficient career stage’.
  • Strong Start Great Teachers
    ‘Every beginning teacher deserves a quality induction program in their first critical years of teaching - a program that is structured, comprehensive and school-based. Strong start great teachers [SSGT] provides schools with the induction support to achieve this’. Important sections are linked below :
  • Teacher Induction and Probation
    ‘During your first year of a career in teaching, induction plays a critical role in supporting your development as a capable and confident professional. For those not already accredited as Proficient teachers, your first year will be your probationary year’
  • Teachers Handbook
    ‘The Handbook will contain the current conditions of employment for teachers in the Teaching Service, and list their responsibilities. The Teachers Handbook is currently being revised. Completed chapters will be included progressively on this site’.


  • Teaching in a Catholic School
    This page from one diocese provides an example of what is expected and, as in the last two paragraphs, what special support is provided. It is anticipated each other diocese would be similar in approach.


  • Beginning Teacher Conferences
    ‘Beginning Teacher Conferences are open to all new [beginning] teachers who are employed as full time, temporary or casual teachers by the D of E in the schools sector and located within a reasonable travelling distance of the conference’.

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  • Orientation and Induction for New Teachers [Teach in the Territory]
    ‘As a new teacher in the Northern Territory, you will be offered induction and mentoring to help you settle in to your new role and workplace’.
  • Orientation and Induction for Teachers [Department of Education]
    ‘Teachers will commence in schools at varying stages of their careers with a range of knowledge and experiences. Induction is a highly valuable process that provides a foundation for career-long professional growth. The stages of induction are : Prior to commencement; On arrival with a face-to-face central orientation program and local induction at the school; and Ongoing support through professional learning, mentoring and network opportunities’. Information for two areas are provided by the following links. Each has pages you can download.


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  • BETA
    ‘Strives to assist in maximising the effective induction of beginning and establishing teachers as professional educators in schools’.



  • 10 Tips for Beginning Teachers
    ‘We know there can be a lot to get to grips with as a new teacher, so we’ve pulled together some advice we’ve collected from people who've recently made the transition from preservice to beginning teacher’.
  • An early childhood teacher‘s learning journey
    ‘In August 2019, Susan applied to be part of the Mentoring Early Childhood Teachers [MECT] program. To support her learning, the MECT program provided access to all the features of the Mentoring Preservice Early Childhood Teachers program, including access to a fully trained and qualified mentor ECT and professional learning opportunities based on the National Quality Standards’. An interesting presentation.
  • Beginning Teacher Basics
    ‘Get started; Soak up support from the department; Take care of yourself; Crunch your curriculum planning; School up on the standards; Other tips for getting started’; Other links.
  • Beginning Teachers
    ‘If you have just commenced work, returned from leave or started a new teaching position in a Queensland state school, this website will help you. It is a useful resource and reference point, and contains information that may assist you in your role within the department. Covers : Getting Started; Schools; My Teaching Space; Accessing Support; Supply Teachers’.
  • Charters Towers School of Distance Education - Teacher Induction
    Even a distance education centre has a plan similar in most ways to every other school.
  • Department of Education - Induction
    ‘Induction is both an individual and collective responsibility, and is delivered at all levels of our department. Induction is tailored to a location such as a central office, regional office or state school’.
  • Early Childhood Mentoring Beginner Teacher Program
    ‘Assists schools to support Early Childhood Teachers [ECTs] to progress from provisional teacher registration to full registration’.
  • Employee Performance and Development Policy
    This also includes the Employee professional development including Study and Research Assistance Scheme [SARAS] procedure promotes a constructive and supportive workplace culture where employees and supervisors have regular and meaningful [informal and formal] performance exchanges about standards of conduct, performance expectations and opportunities for developing capability’. 2023.
  • Induction Resources
    ‘The department provides a range of resources to support : team leaders to develop and contextualise induction at a local level; teachers to gather appropriate information for their new role; Mandatory annual training ready reckoner [PDF, 3.3MB]; Mandatory induction program; Induction planner [XLSM, 175KB]; Induction Guidelines and Orientation checklists for teachers’.
  • Professional Learning Opportunities
    Includes information about both the ‘Restart Teaching Program and also a Beginning Teacher Learning Suite’ as well as a Technologies [ITD] Teacher Pathway Program.
  • Salary, Benefits and Awards
    Multiple sections, several of which are more detailed. All are related to a positive induction process.
  • Support for Beginning Teachers
    ‘Before you start; Teacher Learning Centres; Beginning Teacher Induction Conference; Teacher networking events; Professional learning and support; Beginning teacher learning suite’.
  • Training and Capability Building
    Includes specific topics on aspects of beginning teaching, plus grouped links for Related information, Help and support as well as multiple resources.



  • Basic Guide to : Beginning your Teaching Career
    ‘This basic guide provides QTU members with information on their entitlements and can be used by school administration to help in timetabling’.
  • New and Beginning Teachers in the QTU
    ‘The QTU has a range of useful resources. QTU members have a range of options available when needing assistance [see details]. Advice regarding keeping up to date with your details’.

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  • Early Career Teacher Program [CESA]
    This includes Systematic requirements which apply to all teachers employed in SA Catholic schools. Among these are : Induction; Accreditation to Teach; “Made in The Image of God; plus services including Frequent emails, Online Resources and School Visits”. Click on titles to access details.


  • Teachers and School and Preschool Leaders
    Multiple sections cover relevant information sources, e.g. Types of employment; Requirements and registration; Authority to teach or work letter; Pay, salary and allowances; Teacher standards; Permanent teacher placement; Temporary and relief teachers [TRT]; Professional experience placements; and Amy Levai Aboriginal teaching scholarships.
  • Early Career Teachers [Facebook]
    ‘We invite Early Career Teachers to use the page to stay in touch with events and resources, share classroom ideas and work together to discuss issues that arise in teacher’s day to day work’.
  • Induction Checklist
    An example of the type of induction process previously used.
  • Teachers and school and preschool leaders
    Multiple sections provide a range of information from across practical to professional areas.



  • New Educators [AEU SA]
    ‘As a new educator, the AEU stays in touch with your needs through the New Educators Network which helps shape all the union’s activity for beginning teachers’.
  • The IEU is People Like Me
    ‘Many of us in the IEU office [and Executive] are, or were, teachers. We are people like you. This makes the IEU your ideal support team, enabling you to focus on teaching’.

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  • Beginning Teachers
    ‘In Catholic education, we have a responsibility to strengthen ways in which we provide access for early career teachers to high-quality induction and mentoring. Once teachers are employed in Catholic schools in the Archdiocese of Melbourne, they are supported in various ways’. The situation is similar in each of the other diocese.


  • Effective Mentoring Program
    ‘The Effective Mentoring Program [EMP] equips experienced teachers with mentoring skills to support provisionally registered teachers at the beginning of their careers and guide new teachers through the process to become fully registered with the Victorian Institute of Teaching’. A Reflective Guide to Mentoring and being a teacher-mentor is found here.
  • Graduate Teacher Learning Series
    ‘The Learning Series will connect you with the right people and the right resources at the right time. Designed as 12 editions spanning the teaching year, everything in the Learning Series is written for you, a graduate teacher starting out in the teaching profession’.
  • Induction into the Victorian Teaching Profession
    Listed with a sub-title of A Guide for Beginning Teachers.
  • Initial Teacher Education Reforms
    ‘The single most important thing we can do to improve student outcomes is to improve the quality of teaching and learning in every classroom. Teachers play a pivotal role in building the Education State and are at the core of workplace reform’.
  • Pedagogical Model
    ‘When implemented together with the practice principles, the pedagogical model enables teachers to maintain a line of sight between their own professional development and school-wide improvement based on FISO’. You can download a copy of the Pedagogical Model here.
  • Starting at a school, Training and Professional Development
    ‘Learn how to become a teacher in Victoria, find training opportunities and build your professional skills’. Multiple sections.
  • Starting a Job in a Government School [Induction]
    The first section is For new and beginning teachers and provides access to the Graduate Teacher Induction Guide while a second section, For principals who are welcoming new teachers gives access to Principal and School Leader Guide to Induction Of Graduate Teachers which covers much of the induction and mentoring process new teachers will experience. The General induction resources section provides videos on several topics. It is also recommended you familiarise yourself with the information about the Graduate Teacher Conferences.
  • Teaching Academies of Professional Practice
    ‘Teaching Academies of Professional Practice [TAPPS] are partnerships between a cluster of schools and one or more universities for the purpose of improving initial teacher education [ITE]. They are cross-sectoral, with membership from government, Catholic and independent schools’.
  • Training and Support for Early Childhood Professionals
    ‘This page provides details on how provisionally registered teachers can find a mentor, and how experienced teachers can become mentors’, as well as related information.




  • Moving to [full] Registration
    ‘Newly qualified teachers with provisional registration can access information and resources required to apply for full registration’.
  • Teacher mentoring programs [VIT]
    One component of this is ‘The Effective Mentoring Program which is comprised of a two-day professional learning program developed and delivered as a partnership with the Department of Education and Training. The EMP is open to experienced [fully] registered teachers working in government, Catholic and independent schools and early childhood services. FAQs about the program; Professional Guides; Links;’ more.
  • Victorian Institute of Teaching
    Check this site for further involvement with beginning, and early career, teachers.

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  • Teaching Roles [CEWA
    ‘All our schools select and recruit their own staff, offering choice and flexibility for teachers to find the school that best fits their needs and preferences. Teachers will have opportunities to broaden their professional and learning experiences through professional learning, accreditation and leadership development programs’.


  • Benefits and Support
    ‘Working for the Department of Education means you will enjoy a range of employee benefits. Benefits include competitive salaries, flexible working arrangements, comprehensive salary packaging options, attractive leave provisions and training and career development opportunities’.
  • Graduate Careers
    ‘When you join us, we support you in your transition from university with ongoing professional development opportunities and guidance from our senior leaders and mentors’.
  • Staff Induction Policy
    ‘The Staff Induction policy outlines the mandatory requirements for implementing a formal induction program that introduces all newly appointed employees to the Department, its policies, procedures and orients them to their worksite’. You may also find value from the Staff Induction Procedures [Department of Education].
  • WA Graduate Teacher Induction Program [GTIP]
    ‘The Western Australian Institute for Professional Learning [WA IPL] delivers a Graduate Teacher Induction Program to all government school graduates. The GTIP supports beginning teachers to make the transition from pre-service training to effective classroom teaching’.


  • AIS WA Member Schools
    Use the search option on this page for finding an appropriate school, then see what is offered both in terms of positions and support. If employed, you will be able to access their Professional Learning and Online Learning pages.


  • Education and Training Centre
    ‘Whatever your role or career stage, the SSTUWA’s Education and Training Centre can provide high quality industrial, professional, career development, financial and occupational health and safety courses to support your needs’.
  • Independent Education Union of Australia WA Branch
    ‘The IEUA WA Branch represents the interests of employees in Catholic and Independent Schools, English Language Colleges and Registered Training Organisations across Western Australia. Whether you’re full or part time, have years of experience or are just starting in the field, there’s a membership option for you’.


  • Teacher Registration Board of WA
    Information will apply primarily to the registration process for beginning teachers as well as information regarding professional learning options.

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  • Beginning Teacher’s Handbook
    ‘Takes you through the challenges you will face in joining a school community, establishing positive relationships with parents from day one, and engaging the students you are given’. Fee-based.
  • New-Teacher Toolbox
    US, but still applicable. Available through Amazon. ‘Description; Contents; Reviews; Features; Preview’.
  • Beginner Teachers : Induction and Mentoring
    ‘Induction and mentoring are not ‘new’, with substantive research available in the area. In most of these studies though, induction and mentoring are usually associated with teacher retention. The case is different in Australia, where the focus of induction and mentoring is placed squarely around quality teaching and the need to support our next generation of teachers in developing their knowledge, expertise and professional competency ’. Teacher Magazine.




  • Improved Beginning Teacher Induction
    ‘Induction plays a critical role in building on the knowledge and skills developed through initial teacher education as well as providing the support needed for beginning teachers as they embark on a new phase of their career’. AITSL.
  • Induction and Mentoring [Education Council NZ]
    A wide range of induction and mentoring information, policies, and other data can be found in the listing from the New Zealand Education Council.
  • The National Induction Program for Teachers
    ‘Aims to support the induction of newly qualified teachers into the teaching profession in primary schools in Ireland’. A very detailed example of what occurs in one other country.
  • Teacher Induction in California
    ‘The second tier of preparation is a two-year job-embedded individualised induction program that is focused on extensive support and mentoring to new teachers in their first and second year of teaching’.
  • The New Teacher Induction Program
    Ontario Ministry of Education, Canada. ‘Supports the growth and professional development of new teachers. A step in a continuum of professional learning for teachers to support effective teaching, learning, and assessment practices. Provides another full year of professional support so that new teachers can continue to develop’.



  • A Checklist for Beginning Teachers
    Alberta Teachers’ Association, Canada. Simple, thought provoking, common sense approach
  • Beginning Teacher Talk
    ‘Our mission is to give beginning elementary teachers access to the tools, tips, and secret tricks of the trade that they didn’t learn in university’.

AITSL is the abbreviation for the Australian Institute for Teaching and School Leadership. ‘At AITSL, we believe that student learning comes first. We’re committed to improving teacher expertise’.

  • Building the Right Foundation : Improving teacher induction in Australian schools
    ‘This report was developed to provide a meta-analysis of the key research in the area of new teacher induction’. Contains three major sections.
  • Graduate to Proficient
    Australian guidelines for teacher induction into the profession. ‘The guidelines for teacher induction into the profession, frame support for beginning teachers to make the transition from the Graduate to the Proficient Career Stage, based on the Australian Professional Standards for Teachers’.
  • Induction Environment Scan Report
    ‘This review examines induction activity across a range of organisations, sectors and jurisdictions. It seeks to identify better practice and innovations that could be instructive for the induction of Australian school teachers. Download a copy of the report [PDF, 740.25kB] here’.
  • Initial Teacher Education : Data Report 2018 [AITSL]
    ‘This report brings together the available data on initial teacher education [ITE] in Australia. It includes information on ITE students and graduates, as well as ITE institutions and programs. Download a copy of this report [PDF, 22.72MB] here’.
  • My Induction App
    ‘The My Induction app brings together resources and activities to support your development in the first few years of teaching. It also provides advice and strategies for maintaining your personal wellbeing while transitioning to life as a working teacher’. Available in both Apple and Android formats. Updated app now available.
  • Prepare for Practice
    ‘Whether you’re a pre-service teacher or a recent graduate, these resources are designed to help you prepare for your teaching practice’.
  • Reflect on your Leadership
    ‘Reflecting on where you are now and how to move forward can help you improve your leadership practice. Our self-assessment and reflection tools allow you to explore your leadership and plan your pathway towards improvement’.
  • Research on Induction Best Practice
    Annotated Bibliography, Induction environment scan, case studies, videos, more.
  • Start your Career
    ‘Your first years as a teacher can be as challenging as they are rewarding, so it’s important that you receive the right support and guidance to develop your skills. Our resources can help you get used to the classroom and improve your practice as you transition to the Proficient career stage’.
  • Support Beginning Teachers
    ‘Providing quality induction and support is critical to improving learner outcomes and developing the teacher’s skills at the start of their career’. Includes video, case studies and more.
  • Beginning Teachers Lounge
    ‘This group is for those Beginning and Experienced Teachers wanting to participate in an online forum for mentoring other teachers. As we progress, there will be opportunities to participate in tasks, share your expertise and seek questions about any part of teaching ! Participating in this group will enable you to use for your portfolio and we will have a certificate for you to add for your accreditation’
  • Must Reads for New Teachers [neaToday]
    American based, but clearly described and still relevant.
  • New Teachers
    Edutopia. An extensive listing of topics designed to assist new teachers. More than 4 000 items that will surely provide you with a wide range of assistance.
  • New Teacher Resources
    ‘We surveyed the TeacherVision community and together with our Advisory Board of veteran teachers, we curated a collection of resources just for new teachers. Whether you’re a first year teacher of elementary school, middle school or high school, these resources will help you grow and thrive as a new teacher’. US-based. Very extensive with many that will prove useful in an Australian setting.
  • TeachersFirst - Newbies
    ‘Ideas and help for new teachers, those teaching something new and their mentors. We offer you four basic strategies to get you started’.



  • AITSL - YouTube
    A vast number of videos of different lengths covering a wide range of topics relevant to beginning teachers. One example is the Induction for Beginning Teachers animation.
    AUSTRALIA. [3:04].
  • Behaviour Management for Beginning Teachers
    ‘Mark explores the different issues that affect behaviour within the classroom other than just ‘telling pupils off’. What do you think are the most important things a teacher can do to build a positive learning atmosphere in the classroom ?’
    UNITED KINGDOM. [3:28]
  • Videos [Edutopia]
    ‘Explore videos that showcase evidence-based learning practices in K-12 schools and see our core strategies and key topics in action’. You may find a number of useful videos in this US-based collection. Not specifically geared for beginning teachers but still relevant to their needs.
  • New Teachers - Videos [Google Search]
    A simply massive collection of videos from a vast array of sources and countries. You will surely find something of use. Length of videos varies considerably from a few minutes up.

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  • New ! A longitudinal study of beginning teachers’ pedagogical identity and their use of ICT
  • 11/2019. Frank Bate. ‘The educational policy environment in Australia explicitly supports the integration of information and communications technologies [ICT] through targeted initiatives covering infrastructure, equipment, electronic learning materials and professional development. This research presents a three year longitudinal study of a cohort of 35 beginning teachers located in Western Australia. The focus on beginning teachers is purposeful. It is suggested that this segment of the teaching profession can provide useful insights into the affordances and risks that teachers face in harnessing ICT. Beginning teachers may also provide a window into how ICT will be taken up in the future. The aim of the research, therefore, is to describe and explain beginning teachers’ beliefs, knowledge, dispositions and skills in using ICT within the context of their school environment[s]. The research literature characterises beginning teachers as having positive self-perceptions of their ability to use ICT and embracing contemporary, student-centred theories of learning. Given these preconditions, it might seem likely that beginning teachers would seek to integrate ICT into their teaching in innovative ways. The seven research questions that guide the research are aimed, at least in part, at confirming or challenging this assertion’.
  • New ! Beginning Teachers as Teacher-Researchers
  • 2002. Jan Gray, Glenda Campbell-Evans. ‘There has been a growing recognition in the international education community over the last decade of the need to begin the development of teacher-researchers in preservice courses. This paper explores the perceptions of professional empowerment of beginning teachers and their development as active teacher-researchers, drawing on data from surveys conducted in Western Australia of the 1999 and 2000 preservice teacher cohort. Consistent with issues emerging from current literature, the survey data confirmed the over-riding survival mindset of beginning teachers. However, responses also provided evidence of a research mindset open to opportunities later in their teaching career and the professional confidence and skills to become members of a school community of inquiry. A process model is proposed for development of teacher-researchers through preservice course experiences. Request full Text PDF.
  • New ! Effective mentoring for the next generation of early childhood teachers in Victoria, Australia
  • 8/2017. Andrea Nolan. ‘From reading the research literature, it is evident that making the transition from pre-service teacher to beginning teacher is a challenging experience. New to the profession teachers can experience self-doubt and feelings of anxiety about meeting expectations. What is valued at the start of their career is support, especially if it is ongoing and tailored to their needs. In this paper, I present data from the first mentoring program for new to the profession early childhood teachers in Victoria, Australia – the State-wide Mentoring Program for Early Childhood Teachers [SWMP] [2011–2014]. I provide an overview of this mentoring program highlighting aspects considered most effective in supporting beginning early childhood teachers. I propose that developing a mentoring programme incorporating respectful, responsive, reciprocal and reflective elements, can enhance both mentor’s and mentee’s professional development and professional identity. The impact of this program is evidenced by the voices of the mentors and mentees involved’. Request full Text PDF.
  • New ! Rural Difference : A Challenge for Beginning Teachers
  • 1/1993. Andrew M. Higgins. ‘In Australia, many teachers begin their careers in rural schools, a posting for which they are often ill-prepared. This book addresses the concerns of beginning teachers or other teachers about to take up rural appointments. The first chapter examines the context of rural schools, differentiates between rural education [education tailored to the needs of rural students and communities] and education in rural areas [provision of a common curriculum to rural schools], discusses issues of equality,and explores implications of various types of isolation. The second chapter reviews the history of rural education in Australia’. Several other chapters follow to complete the process. A blast from the past which looks at what were certainly seen as major problems thirty or more years ago. Request full Text PDF.
  • New ! So many expectations : A study of Australian early-career secondary school music teachers [PDF]
  • 2022. Jennifer Anne Robson. ‘This article reports on the survey responses [n = 59] and interviews [n = 11] of teachers in the early-career stage [0–5 years]. The findings revealed that, while the majority of early-career teachers were motivated to teach, being valued by the school led to a stronger commitment to the workplace. Motivating aspects of work included seeing students grow musically, lesson planning and providing performance opportunities. While stressors were identified, the early-career music teachers had developed a number of effective strategies to cope with the demands of the profession. This article provides a national snapshot of the influences on the working lives of Australian early-career secondary school music teachers and provides suggestions to school communities and education authorities in ways to support them’.
  • New ! Supporting Primary and Secondary Beginning Teachers Online : Key findings of the Education Alumni Support Project
  • 1/2010. T. W. Maxwell, I. Harrington, H. J. Smith. ‘The project was based on research which reported that many beginning teachers did not get the support they needed as permanent or contract workers, or, as casual, relief or support teachers and that small scale trials had shown that online support could be effective. One third of beginning teachers who were alumni of UNE in 2004, reported they did not receive adequate or any mentoring. UNE web-based technologies provided the teachers and mentors with online environments for professional and social interaction and resource sharing. We found that support was especially sought by the project participants in their first school term and there were differences in the levels of online support sought by secondary and primary beginning teachers. The project raises implications for on-going systemic support for beginning teachers, the issue of transition from students to teachers, as well as questions about teacher education students’ preparation. This paper provides the key findings of the project’.
  • New ! The challenges of teacher induction : a collective case study
  • 10/2019. Sean Kearney. ‘The induction of beginning teachers is an imperative process in enculturating teachers to their new careers and helping them overcome the hurdles in the early years of teaching and the registration processes teachers undergo. Although induction practices in Australia have become more common in recent years, the data shows there is still much work to do. The current article presents a collective case study of six induction programs, which sought to ascertain the nature of beginning teacher induction in the independent school sector in NSW. Although difficult to generalise across the entire schooling sector, it is likely that the cases selected provide a snapshot of the variety and inconsistency of induction programs in independent schools across the state. The implications of the findings are significant in that they support structured induction of beginning teachers that may require bureaucratic oversight to ensure that beginning teachers have the best opportunity to become highly qualified career professionals’. Request full Text PDF.


  • New ! 10 Mentoring and Induction Challenges in Rural Schools and How to Address Them
  • 8/2019. Lindsey Hayes, Lisa Lachlan-Haché, Haidee Williams. ‘Beginning teachers need strong support systems. In addition to adjusting to the demands of the teaching profession, beginning teachers are often required to teach heavy classloads, manage the most challenging classrooms, and take on non-teaching responsibilities in addition to their regular teaching assignments. Although beginning teachers face similar challenges in every type of school, these challenges are often amplified in rural schools, which frequently have a higher proportion of beginning teachers than their urban or suburban neighbours. Strong mentoring and induction supports have been linked with improvements in teacher retention, instructional practice, teacher working conditions and even student achievement. However, in rural schools, mentoring and induction programs must be designed and implemented with the unique challenges of the local context in mind. This brief outlines 10 common challenges encountered by rural schools when implementing mentoring and induction programs along with strategies to address the challenges and examples from the field’. These are detailed on the site.
  • New ! Dynamics of relationships between mentors and beginning teachers
  • 12/2022. Elena Stoichici [Iavorsch], Anca Elena Ioniță [Cristea]. ‘This research investigates the relationships that are established between mentor teachers [PM] and beginning teachers [PD] in order to insert the beginning teachers into the school organisation and how they are influenced by the institutional management. The specific objectives of the research were the following : [1] Identifying the perception of beginning teachers regarding the difficulties of adapting to the demands of the school environment; [2] Identifying the perception of mentor teachers who work with beginning teachers on the activities of a quality mentorship; [3] Making correlations between the opinions of mentors and novice teachers regarding their strengths and the ability to face adaptation difficulties. The article includes critical analysis, opinions on the contradiction at the moment between the legislation and the reality at the school level on the didactic mentoring and the PD insertion’.
  • New ! Practicum : A Space for Leadership and Mentoring
  • 2022. Debbie Woolston, Tracy Dayman. ‘Associate teachers [ATs] play a crucial role in supporting beginning teachers but there is little research that identifies the practicum as an opportunity for advancing ATs’ leadership capability. While research identifies mentoring as central to the way ATs support beginning teachers entering the profession, there is little explicit discussion of the leadership skills ATs engage in and model to student teachers during a practicum experience. Nor is there explicit acknowledgement of the AT role as a pathway to leadership for early childhood teachers. In this article we draw from a case study located in a provincial New Zealand city and a review of literature to demonstrate that practicum is largely overlooked as a space for early childhood teachers to develop and advance their leadership skills. We argue that mentoring and supervision of student teachers during practicum provides a rich opportunity for ATs to increase their own professional knowledge and expertise as leaders within early childhood’.
  • New ! Professional Identity Assignments to Support Beginning Teachers’ Growth into the Profession
  • 2021. Janine Mommers, Gonny Schellings, Douwe Beijaard. ‘Developing a professional identity is a key element of the transition into the teaching profession. Limited research exists on professional development activities and ideas that support beginning teachers' development of their professional identity in practice. For this study teachers participated in an induction programme that focused on beginning teachers’ professional identity. This study reports on the development and testing of three online professional identity assignments with 46 beginning teachers from 11 secondary schools. These assignments were based on research findings regarding the influence of “ significant others” and “ stories to live by” on teachers’ professional identity development. Analysis of the results reveals that the assignments each provide valuable input for doing identity work with beginning teachers in view of their further professional development. It can be concluded that the assignments we developed are useful for beginning teachers to reflect on and make sense of who they are and want to become’.
  • New ! The impact of the first millennial teachers on education : views held by different generations of teachers
  • 10/2022. Juan José Marrero Galván, Miguel Ángel Negrín Medina, Abraham Bernárdez-Gómez, Antonio Portela Pruaño. ‘The first people considered digital natives, the millennials, have already entered the teaching profession. As a result, we are faced with a remarkable generational diversity. This survey aimed to explore the generational change in teachers and the beginning of the incorporation of the first millennials [digital natives] into teaching. It was carried out through a qualitative study using focus groups and interviews with a total of 147 teachers. The main results found establish a generational clash between migrants and digital natives. This difference is present in the use and understanding of ICTs in the teaching task across the different teaching generations and in a generational diversity within the educational centres that has not been seen so far. However, this difference between teachers is also a condition that facilitates exchange between teachers of different generations. Junior teachers help veteran teachers in the use of ICTs and veteran teachers provide the expertise that new recruits lack’.
  • New ! The Influence of Undergraduate Preparation on Professional Beginnings in School Practice of Novice Teachers
  • 7/2023. Ina Rajsiglová, Kateřina Mihulová. ‘The aim of the chapter is to present how the monitored beginning teachers perceive the influence of undergraduate training on their first years of teaching and what possibilities can be traced based on this to improve the quality of the undergraduate training of future teachers. Thirteen beginning biology teachers with experience ranging from 1 to 5 years were followed. For data triangulation, an elementary school teacher with a completed sixth year in practice without approval with Biology and student teachers, as part of the focus group, were interviewed additionally. Data was obtained through in-depth semi-structured interviews and were analysed using grounded theory. The results show that teaching practices are considered the most valuable component of undergraduate training preparing for a future profession. However, pedagogical practices are included late in undergraduate training and therefore cannot effectively help reduce the “theory-practice” gap in teacher education’.
  • New ! The First Year in Teaching : Changes in Beginning Teachers’ Visions and Their Challenges
  • 10/2019. Onur Ergunay, Oktay Cem Adiguzel. ‘The present study examines both the changes in beginning teachers’ visions and the challenges they face during their first year experience in teaching. A basic qualitative research methodology was used and the data were collected through semi-structured interviews and a questionnaire that included open-ended questions from eighteen beginning teachers who started teaching in public schools in Eskisehir, Turkey. A vision-oriented teacher education model provided the conceptual framework for identifying the changes in participants' visions. The challenges also emerged through inductive analysis of the data. The findings provide some evidence of considerable changes in beginning teachers’ visions and challenges in their first year teaching experience. They also present evidence for the significance of first year teaching experience in beginning teachers' visions. The study also highlights the crucial role of learning through experience in the teaching profession. In the end, some further research trajectories on teacher education, particularly changes in visions and challenges are suggested’.
  • New ! The longitudinal effects of induction on beginning teachers’ stress
  • 6/2019. Ruth Harmsen, Michelle Helms-Lorenz, Ridwan Maulana, Klaas van Veen. ‘Teaching is a stressful profession especially for beginning teachers. Induction program can support beginning teachers. Little is known concerning which elements of induction programmes can influence [the change in] teachers’ stress over time. This study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement elements on the initial level as well as the change in stress levels over the 2 years that followed. Longitudinal data from a sample of 393 beginning teachers [56.5% female] were collected at three measurement occasions. All teachers were offered four different induction arrangement elements. MLGM results show that perceived stress caused by high psychological task demands increases over time [d = 0.22], whereas perceived stress caused by negative pupil aspects decreases over time [d = −0.52]. Perceived stress causes and stress responses can change over time. Specific induction arrangement elements appear to be powerful elements to reduce the level and the change over time, of specific perceived stress causes and stress responses’

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