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      Challenges for principled induction and mentoring of new teachers: Lessons from New Zealand and Wales

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          Abstract

          Findings from the Langdon Induction and Mentoring Survey conducted in schools employing newly qualified teachers (NQTs) in New Zealand and Wales suggest that schools should not be left to determine how they 'do' induction within national policy frameworks. The survey explored responses from key stakeholders who constitute the experiences of new teachers: head teachers, mentors, members of teaching staff and the NQTs themselves. Results suggest that conditions in schools, particularly the effects of leadership, are prime factors influencing the realization of national policy aimed at supporting NQTs. Questions are raised about how principled induction and mentoring can be achieved at scale in the context of variable, powerful school cultures. A disconnection from induction and mentoring by the majority of school staff, including leaders, is identified as a serious obstacle to be addressed.

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          Journal
          10430
          London Review of Education
          UCL IOE Press
          1474-8460
          18 July 2019
          : 17
          : 2
          : 249-265
          Article
          1474-8460(20190718)17:2L.249;1- s14.phd /ioep/clre/2019/00000017/00000002/art00014
          10.18546/LRE.17.2.14
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          London Review of Education
          Volume 17, Issue 2

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