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This version was published on April 1, 2008
Journal of Teacher Education, Vol. 59, No. 2, 132-152 (2008)
DOI: 10.1177/0022487107314002
© 2008 American Association of Colleges for Teacher Education

Effects of Teacher Induction on Beginning Teachers' Teaching

A Critical Review of the Literature

Jian Wang

University of Nevada, Las Vegas

Sandra J. Odell

University of Nevada, Las Vegas

Sharon A. Schwille

Michigan State University, East Lansing

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.

Key Words: teacher induction • novice teacher learning • teaching practice


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