Teacher Induction Research, Policy, and Practices in Global Context

Teacher induction marks the beginning stage of a teacher’s career, during which they receive support to improve their transition, socialization, retention, and workplace quality, become more committed to teaching, and improve student learning. Over the past decades, policies, programs, and practices of teacher induction have been introduced, developed, and implemented in many countries to reduce teacher attrition and support teacher learning, as part of broader efforts to reform teaching practices and education to meet the needs of an evolving global landscape.

Such developments help create the need for different stakeholders involved in teacher induction in various countries to understand current research in the field, learn about each other’s work, and utilize that knowledge to improve their own teacher induction policies and programs. However, there has been no systematic effort to synthesize and analyze teacher induction research, policies, and programs across different countries and compile these analyses to support mutual understanding and learning internationally.

This series, Teacher Induction Research, Policy, and Practices in a Global Context, is designed to address these needs by analyzing the focuses, assumptions, and major outcomes of policy initiatives, programs, and practices that are commonly developed and implemented in various countries for the purpose of teacher retention and development. It includes books addressing various aspects of the series theme contributed by experienced scholars, policy analysts, and teacher educators from different countries. It is expected to attract readers, including scholars, policymakers, practitioners, and graduate students worldwide who are interested in research, policy, and practice related to teacher induction.