This book provides a detailed examination of how systems located within five countries shape the early career learning of beginning teachers. It describes, discusses and analyzes comprehensive teacher induction found within France, Japan, New Zealand, Shanghai and Switzerland. We refer to the phenomena we observed as induction ‘systems’ because they are am- tious, substantial and established: all beginning teachers in these various locales are served; there are no unfunded mandates; these systems have been in place for 10–25 years. Nevertheless, they are still evolving, und- going review and change – they are dynamic systems. While sharing such similarities, these systems also present striking contrasts in their purposes, policies, program design and the specific activities that constitute them. These induction systems operate within countries having both centr- ized and decentralized education systems, and within large jurisdictions as well as smaller ones. Although we primarily looked at beginning mathe- tics and science teachers of the lower secondary grades, many aspects are relevant to novice teachers of all school subjects at these grade levels, and some structures and insights are germane to the induction of elementary teachers as well.
Editors and Affiliations
National Center for Improving Science Education/WestEd, San Francisco, USA
Edward Britton
Michigan State University, Lansing, USA
Lynn Paine
University of Alberta, Edmonton, Canada
David Pimm
National Center for Improving Science Education/WestEd, Washington, USA
Senta Raizen
Bibliographic Information
Book Title: Comprehensive Teacher Induction
Book Subtitle: Systems for Early Career Learning
Editors: Edward Britton, Lynn Paine, David Pimm, Senta Raizen
