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Journal of Teacher Education
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Article

Effects of Teacher Induction on Beginning Teachers' Teaching: A Critical Review of the Literature

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

* To whom correspondence should be addressed. E-mail: wangj2{at}unlv.nevada.edu.


  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.

First published on February 1, 2008, doi:10.1177/0022487107314002

Journal of Teacher Education 2008;59:132.

A more recent version of this article appeared on April 1, 2008

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Book Review: Michael Strong Effective Teacher Induction and Mentoring: Assessing the Evidence New York : Teachers College Press, 2009. 160 pp. $25.95. ISBN 0807749338
Journal of Music Teacher Education, October 1, 2009; 19(1): 93 - 104.
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