Abstract:
Over the past four decades, New Zealand has had highly developed patterns of self-evaluation and improvement in initiating its beginning teachers into schools. In particular, this evolution includes a formalization in the role of the tutor teacher – the on-site veteran teacher responsible for coaching a beginning teacher (BT). This paper provides an overview of induction highlights for each decade, and concludes by highlighting current practices in exemplar schools. The argument is that induction has moved from an individualistic outlook in the 1970’s to a humanistic stance in the mid-1980’s, and New Zealand stands poised to adopt a vanguard pedagogical viewpoint from a current wave of induction reform.