Beginning Teacher Learning and Professional Development: An Analysis of Induction Programmes

Abstract

The purpose of this thesis was to investigate the first two years of beginning teachers’ professional development and learning. The study sought to document and understand the conditions and discursive practices of seven purposely selected schools that were implementing robust beginning teacher induction programmes. The focus was on induction, located in a comprehensive national system, to reveal the practices and tensions experienced by beginning teachers as they advanced their learning and development. It is anticipated that the seven case studies, along with the working theory of sound induction will add to the body of knowledge in the field of teacher learning and professional development and contribute to the debate about teachers’ work and quality teaching.