Induction. (2007)

Directed by Dr. Carl Lashley. 195 pp. The quality of the mentoring and induction program that beginning teachers receive has a direct effect on the development and performance of the novice teacher. In recent years there has been a wealth of research into many different aspects of the teaching profession. This new richness of material both demands and makes possible a re-examination of the beginning teacher. However, few researchers have sought to explain the perceptions of beginning teachers in relation to how they develop as a result of support and experience. This qualitative participant observer case study set out to reflect, and develop, the attempts that are now being made to record the perceptions of the beginning teacher from the point of view of the novice teacher. This study has three broad objectives: to provide an up-to-date, readable, and wide-ranging account of the perceptions of the beginning teacher of the mentoring and induction process; to offer a guide to some of the major issues currently under discussion in the experiences of the beginning teacher; and to identify, and rectify wherever possible, some of the major deficiencies in the existin