Beginning Teachers

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 related information, visit — the Professional Development and Teacher Employment pages.

Australian Capital Territory

ACT Education Directorate

  • 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’.
  • Teach in the ACT [ACT Teacher Quality Institute]
    Four different aspects relating to registration are covered.
  • 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.

Teacher Quality Institute

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New South Wales


Department of Education

  • 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’.

NSW Catholic Education

  • 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.

NSW Teachers Federation

  • 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 DET in the schools sector and located within a reasonable travelling distance of the conference’.
  • Graduate Survival Kit
    ‘The transition from student teacher to permanent, temporary or casual teaching is a daunting process. The Federation has produced this information and advice to assist student teacher members in their dealings with the DEC’s employment and staffing procedures’.
  • New Educators Network
    ‘The New Educators Network is a network of teachers in their first five years of teaching who are interested in understanding more about and becoming involved with their union - the NSW Teachers Federation’.

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Northern Territory

  • 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’.
  • 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’.

Catholic Education

Department of Education

  • 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’.
  • Department of Education and Training induction website.
  • Charters Towers School of Distance Education - Teacher Induction
    Even a distance education centre has a plan similar in most ways to every other school.
  • Developing Performance
    ‘The Employee Performance, Professional Development and Recognition Policy 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’.
  • Early Childhood Mentoring Beginner Teacher Program
    ‘Assists schools to support Early Childhood Teachers [ECTs] to progress from provisional teacher registration to full registration’.
  • Flying Start Induction Toolkit for Beginning Teachers
    Not the newest information but it has a wide range of items which may prove useful. A Department of Education production.
  • Induction
    ‘The Department of Education [DoE] is committed to providing induction for all employees who are beginning new roles and responsibilities. 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’.
  • Induction Guidelines - Queensland State Schools
    ‘These guidelines outline requirements for induction of all employees including newly appointed, transferred and promoted employees, and those returning from extended leave as well as central and regional resources available to support school leaders in designing a quality induction program’.
  • Induction Resources
    ‘The department provides a range of resources to support team leaders to develop and contextualise induction at a local level and teachers to gather appropriate information for their new role. Provided are : Mandatory annual training ready reckoner [PDF, 288KB]; Mandatory induction program; Induction guidelines; Teacher Induction and Development program; Orientation checklists for teachers’.
  • Mentoring Beginning Teachers
    ‘The Mentoring Beginning Teachers [MBT] program focuses on the professional development and growth of our beginning teachers with an aim to improve teaching quality and support beginning teachers to transition from graduate level to proficient level with the Australian Professional Standards for Teachers. Principals will have the flexibility to make local arrangements to support the mentoring of beginning teachers according to their school context and needs’.
  • Queensland State Schools
    Multiple sections, several of which are also listed here and 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’.

Queensland College of Teachers

Queensland Teachers’ Union

  • 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’.
  • Beginning your Teaching Career - QTU
    ‘Internships; Teacher Registrations; Applying to become a teacher; Probation; Mandatory Induction; Beginning teacher mentoring; Action : Five easy steps to your professional rights’.

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South Australia


Catholic Education

  • 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.

Department for Education

  • connectED Induction
    ‘It is important for new employees to gain an understanding of the organisation and the people who are part of it. connectED has been designed to help you navigate your way around the department’. Monitor for event details.
  • 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’.
  • Early Career Teachers : Preparing for the Profession
    ‘Tells the story of a group of early career teachers working in the Barossa Valley during their first year out of university’. This is part of a larger collection of TV webisodes which, though several years old, provide a range of information and options.
  • Induction Checklist
    An example of the type of induction process previously used.
  • Working as a teacher
    Multiple section provide a range of information from the practical to professional areas.

Teachers Registration Board

Teacher Unions

  • 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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Department of Education

  • 2021 Meeting the Standards : Induction for Early Career Teachers [Professional Learning Institute]
    ‘Induction is a responsibility shared across the teaching profession. This four day program will explore the practice of teaching through the focus areas of the Standards and include current research about effective learning and teaching, and how to practically implement strategies in the classroom’. Details from the site.
  • BeTTR
    ‘The Beginning Teacher Time Release to engage with the variety of supports available within the the Department of Education’. A listing of the components is provided. There are also links to an application for this, an Induction Policy, the Induction Procedure and the Principal’s Induction Checklist for New Teaching Employees and more. [You can only access these by logging in to the Staff Intranet].
  • Professional Learning Institute
    ‘The Department’s Professional Learning Institute offers a number of courses for school leaders and teachers’, including an Early Career Teacher Induction program.

Teachers Registration Board

Teacher Union

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Catholic Education

  • 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.

Department of Education and Training

  • 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 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’.
  • Initial Teacher 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’.
  • Mentoring for Early Childhood Teachers
    ‘This page provides details on how provisionally registered teachers can find a mentor, and how experienced teachers can become mentors’.
  • New Teacher Induction Plan Checklist for Principals
    Copy of a checklist which covers various steps over two years.
  • 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’.

Independent Schools

Teacher Unions

Victorian Institute of Teaching

  • Effective Mentoring Program [VIT]
    ‘The Effective Mentoring Program 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’.
  • Moving to [full] Registration
    ‘Newly qualified teachers with provisional registration can access information and resources required to apply for full registration’.
  • Victorian Institute of Teaching
    Check this site for further involvement with beginning, and early career, teachers.

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Western Australia

Catholic Education

  • 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’.

Department of Education

  • 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’.
  • 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’.

Independent Schools

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

Teacher Unions

  • 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

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

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Other Information

Books & Other Publications

  • 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.

General Sites

Induction and Mentoring


  • 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]
    ‘An induction and mentoring program supports newly qualified teachers or overseas trained teachers, new to the New Zealand teaching profession, to develop effective teaching practices for diverse learners in a New Zealand teaching context’.
  • 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 other countries.
  • 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’. USA.
  • 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’.




  • 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.
  • 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
    ‘I help beginning teachers who feel overwhelmed and stressed like I did when I started teaching 20 years ago, to regain their confidence through mentoring, nurturing and inspiring ... so you can grow into the teacher you have dreamed of being !’
  • Must Reads for New Teachers [neaToday]
    American based, but clearly described and still appropriate.
  • New Teachers
    Edutopia. An extensive listing of topics designed to assist new teachers. Current topics [2022] back several years.
  • 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 and may 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’.

Survival Guides

Video Resources

  • AITSL - YouTube
    A vast number of videos of different lengths covering a wide range of topics. One example is the Induction for Beginning Teachers animation.
  • 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’. USA.
  • 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 ?’
  • 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
  • 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.

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Research, Reports & Surveys


  • New !Mentoring
    2020; Australian Institute for Teaching and School Leadership [AISL]. Sometimes you don’t really want something complex to decipher and understand before it can be implemented. Perhaps an explanation of just what this something is actually about would be more useful as a starting point. In this instance, you do not have to read through a huge range of information and sort out what is useful for you. AITSL has done it for you. With contents including an Introduction, Benefits of mentoring, Mentor and mentee roles [Mentors; Mentees], Tips for a good mentoring relationship and even information about Remote Mentoring, you will gain a good basic grounding in just what Mentoring should be.
  • New !Preservice Teachers’ Reflections on Their Teaching Self-Efficacy Changes for the First Professional Experience Placement
    2021; Kang Ma, Anne McMaugh, Michael S. Cavanagh. ‘Teaching-efficacy [TSE] refers to teachers’ personal beliefs about their ability to carry out specific teaching tasks. It has been positively correlated with teachers’ job satisfaction, professional commitment, and persistence in the face of adversities in teaching. The professional experience placement is the first authentic opportunity for preservice teachers [PTs] to teach in school contexts and has been claimed as the most vulnerable period for TSE. The present study investigates changes in the TSE of a group of 18 PTs for their first professional experience placement’.
  • New !Retaining quality beginning teachers in the profession
    2003; Robyn Ann Ewing, David Langley Smith. ‘Despite increased success in attracting quality graduates into teacher education and growing support for the induction and mentoring of beginning teachers, it is well established in countries in the Western world that between 25% and 40% of all newly-recruited teachers resign or burnout in their first three to five years of teaching. Sound familiar ?’ Check the date again. Have things changed or are we simply recycling through similar scenarios a couple of decades apart. If so can we expect to continue doing so or can we change ?
  • New !Teachers’ career decisions : Perspectives on choosing teaching careers and on staying or leaving
    2015; Loene M. Howes, Jane Goodman-Delahunty. ‘For early-career teachers in particular, teacher attrition and retention has been the focus of international research. We aimed to provide a more holistic view of teacher attrition and retention in an Australian educational context by including the perspectives of a cross-section of current and former teachers with various lengths of teaching service. Thematic analysis suggested that three overarching themes were salient across all three groups of teachers at different decision points in the career. These overarching themes were personal fulfilment, practical considerations, and lack of alternatives or barriers to change’. Have these changed since this report was written ?
  • New !Well Teachers, Well Students
    2010; Faye McCallum and Deborah Price. ‘As the profession ages we are faced with the fact that many teachers are retiring, creating some shortages; increased numbers are leaving the profession prematurely; fewer applicants are entering teacher training; and some argue that the current workforce of teachers cannot relate to current students’ life worlds. For beginning teachers, this raises issues related to their wellbeing and ability to transition and cope, … . In this paper we argue that the retention of teachers is dependent on having a wellbeing strategy in place that clearly identifies inhibiting and enabling strategies. Beginning teachers need to be able to identify such strategies to remain well – for themselves and the future of our children and young people’. In light of current circumstances is this viewpoint still valid, or even more valid ?
  • New !What difference do standards make to educating teachers ? : A review with case studies on Australia, Estonia and Singapore
    2018; Nóóra Révai. OECD Education Working Papers. ‘This paper seeks to contribute to better understanding several questions by reviewing and synthesising the evidence on the complex interplay between professional standards, the content of teacher education and educational sciences and research. It provides three case studies to illustrate these interactions from three countries with differing contexts, systems and approaches : Estonia, Australia and Singapore. While acknowledging the importance of lifelong professional learning, this paper focuses on initial teacher education’.


  • New !Beginning Student Teachers’ Professional Identity
    2021; Gregor Steinbeiss. ‘This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education’. Austria.
  • New !Beginning Teachers : a Review of Research
    1981; David Battersby. While this was done in 1981, the author refers back to resources from as early as the 1930s which looked at beginning teachers. As he says, ‘One outcome of this emphasis on the problems of beginning teachers has been government sponsorship of investigatory and review committees and policy-orientated research in the area of teacher induction. As well, there has been a wealth of literature, often written in an emotive tone, on the trials and tribulations of first year teachers’. Based on what he has found he makes a number of suggestions as to what is needed. Do these compare with what is proposed at the current time ? If not, what differences are there ? What differences has nearly half a century created ? New Zealand.
  • New !Beginning Teacher Support Model : Elementary Teachers’ Resilience in Arizona
    2021; Kelly Olson Stewart; Erin Rotheram-Fuller; Daniel D. Liou. ‘In the United States, teacher retention is an ongoing and critical problem. Especially now, during the COVID-19 pandemic, there has been decreased interest in remaining in the profession and increased retirement to avoid exposure to COVID-19 within the classroom [De La Rosa, 2020]’. While providing such information, the authors look specifically at Arizona, providing some devastating figures and looking for solutions to their difficulties. It makes for fascinating reading. USA.
  • New !Faculty induction program for newly recruited teachers of higher education : a case study
    2021; Lokanath Mishra; Ushar Gupta; Abha Shree. It is not often that one thinks of beginning teachers at the university, rather than the school, level. This research provides a specific view of the situation in one university, but which in many ways could reflect similar situations in other universities. Most of the data came from the implementation of Faculty Induction Program and the impact this had. In most respects it appears to have been a particularly successful process. India.
  • New !New Teacher ? 10 Things they should know before Starting Day 1 in the Classroom
    2021; Shaun Killian. One of the collections of small, well presented concepts and thoughts which are often ignored because they are not considered serious research. However, the 10 points made are short and appear very relevant indeed. As starting points, they provide a stepping stone which will lead you to more detailed information and hopefully make your journey easier and more effective in the early years of your career. USA.
  • 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 program 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’. See what you think of the concept and the process and whether it would be/have been suitable for you. Turkey.
  • New !Supporting and guiding novice teachers : Evidence from TALIS 2018
    2019; OECD iLibrary. ‘Novice teachers bring new energy and ideas to schools and classrooms that could improve the learning environment of students, if harnessed correctly. At the same time, novice teachers are, by definition, inexperienced in some aspects concerning classroom practices and schoolwork. As is the case for any other profession, novice teachers need time, support and guidance to improve their skills and adapt to the tasks they are confronted with on a regular basis. Thus, providing novice teachers with adequate support in their initial years is a key challenge of developing teaching as a profession’. A relatively short, but valuable presentation from a reliable source. Europe.
  • New !Teacher Attrition : Human Capital and Terms of Employment - Do They Matter ?
    2021; Rinat Arviv Elyashiv and Yael Navon. ‘The current study explored teacher attrition through an economic perspective. This perspective views teachers as consumers in the employment market. As such, they consider costs versus benefits by calculating the ratio between their personal resources and their terms of employment. The outcome of these considerations may be retention or attrition. This study aimed to explore the extent to which teachers’ resources and teachers’ terms of employment correlate with teacher attrition’ From concept to practicality. Israel.
  • New !The Continuum of Care : A Model for Collaboration with New Teachers
    2020; Rita Reinsel Soulen. ‘Borrowed from the field of medicine, a continuum of care is a coordinated system that guides and tracks services delivered over time. Educational professionals can adapt this system to plan for the care of first-year teachers’. A Librarian who has undertaken such a continuum in schools and seen such a system and who is now a professor, makes a valid case for this process in a very short presentation USA.

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