Langdon, F.;
Daly, C.;
Milton, E.;
Jones, K.;
Palmer, M.;
(2019)
Challenges for principled induction and mentoring of new teachers: Lessons from New Zealand and Wales.
London Review of Education
, 17
(2)
, Article 14. 10.18546/LRE.17.2.14.
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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.
| Type: | Article |
|---|---|
| Title: | Challenges for principled induction and mentoring of new teachers: Lessons from New Zealand and Wales |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.18546/LRE.17.2.14 |
| Publisher version: | https://doi.org/10.18546/LRE.17.2.14 |
| Language: | English |
| Additional information: | ©Copyright 2019 Langdon, Daly, Milton, Jones, Palmer. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | induction, mentoring, newly qualified teachers, NQTs |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10081404 |
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