Induction of newly qualified teachers: limits, needs and opportunities


 Mihaela Stîngu University of Bucharest, Bulevardul Regina Elisabeta 4-12, București 030018, Romania



 In Europe induction is becoming a very important phase of teacher training, but still little is said about its limitations and pitfalls. The purpose of this paper is twofold. First, it analyzes both a series of limitations and pitfalls encountered in the implementation of the induction process. Second, it identifi es precautions that need to be taken into consideration when implementing such programmes, in order to determine some opportunities of impro-ving the induction process. With the intention of achieving the purpose stated above, we used a case study approach to investigate the Estonian induction programme that has been implemented since 2004. We have chosen this case because it is recognized in Europe as one of the best induction programmes and it bears a resemblance to the Romanian educational system. The results of our study point to a number of problems that arise in various aspects re-garding mentors, newly qualifi ed teachers, school culture and a university approach. Taking those problems into account, we will propose how they could be remedied.


Key words:

 newly quali fied teachers, induction programme, teacher professional development, mentoring


  DOI: 10.15503/jecs20131-148-157


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