Teacher induction and professional development: challenges and possibilities

Abstract

In this paper I look at teacher induction drawing on existing literature in the field and I discuss its contribution to teacher professional development. Recognising the specific nature of the induction phase, I focus on the challenges and difficulties encountered by the new teachers; the process of professional socialisation, the (trans)formation of the professional identity and the development of support programmes. I analyse the issues of relevance and effectiveness of the induction programmes and I argue for the need to refocus the attention on teacher induction at the level of policy development but also at the level of practice and research. In particular, I reflect on the following issues: induction as a political priority, induction within the perspective of professional development, the role of the mentor and the agency of the new teachers. It is argued that the development of effective and relevant induction programmes needs to go beyond survival strategies within a deficit approach. Induction is to be seen as a space and a time of construction of professional knowledge which implies the valorisation of new teachers’ contribution to the school and to the promotion of a collaborative professional culture. Induction may indeed promote the professional development of both new teachers and mentors.