Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

Lisbeth Lunde Frederiksen

doi:10.23865/noasp.105

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

Lisbeth Lunde Frederiksen

Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review

Abstract

The article gives an overview – in the form of a “review of reviews” –
of existing knowledge in the research on teacher induction programs in primary
and secondary schools. The article is based on seven reviews. The article describes
the various elements that can make up teacher induction programs in primary and
secondary schools, and shows that such programs – with their various content and
contexts – can contribute to the professionalization of teaching. This includes the
development of insight, self-efficacy, and self-esteem. Induction training can counteract
burnout, strengthen teacher resilience and thereby facilitate continuing professional
development and a firm foothold in the job as a teacher.

Original language	English
Title of host publication	New Teachers in Nordic Countries – Ecologies of Mentoring and Induction
Editors	Knut-Rune Olsen, Eva M. Bjerkholt, Hannu L. T. Heikkinnen
Number of pages	22
Place of Publication	Oslo
Publisher	Cappelen Damm Akademisk
Publication date	8 Oct 2020
Pages	49-70
Article number	2
ISBN (Print)	9788202694432
ISBN (Electronic)	9788202665272
DOIs	https://doi.org/10.23865/noasp.105
Publication status	Published - 8 Oct 2020

Keywords

education, professions and jobs
retention
skill development

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10.23865/noasp.105Licence: CC BY

Cite this

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abstract = "The article gives an overview – in the form of a “review of reviews” – of existing knowledge in the research on teacher induction programs in primary and secondary schools. The article is based on seven reviews. The article describes the various elements that can make up teacher induction programs in primary and secondary schools, and shows that such programs – with their various content and contexts – can contribute to the professionalization of teaching. This includes the development of insight, self-efficacy, and self-esteem. Induction training can counteract burnout, strengthen teacher resilience and thereby facilitate continuing professional development and a firm foothold in the job as a teacher.",

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Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews. / Lunde Frederiksen, Lisbeth.
New Teachers in Nordic Countries – Ecologies of Mentoring and Induction. ed. / Knut-Rune Olsen; Eva M. Bjerkholt; Hannu L. T. Heikkinnen. Oslo: Cappelen Damm Akademisk, 2020. p. 49-70 2.

Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review

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KW - school culture

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KW - retention

KW - mentor

KW - skill development

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Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

Abstract

Keywords

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