Langdon, F;
Daly, C;
Milton, E;
Jones, K;
Palmer, M;
(2019)
Principled induction and mentoring of new teachers.
(International Teacher CPD Report
, pp. pp. 107-111
).
Chartered College of Teaching: London, UK.
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Abstract
The need to provide appropriate support and learning opportunities for newlyqualified teachers (NQTs) has long been recognized (Ingersoll and Strong, 2011; Feiman- Nemser, 2001). Challenges on a globalscale in teacherrecruitment and retention have intensified international consensus about the need forsustained learning opportunities and improved conditions for new teachers, to support their needs as ‘novices’ and enhance the quality of their practice (Cater, 2017; Sutcher et al., 2016; OECD, 2011). The learning and development of new teachers is crucial to their efficacy and retention, and core to this is the quality of induction and mentoring.
| Type: | Report |
|---|---|
| Title: | Principled induction and mentoring of new teachers |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://chartered.college/international-teacher-cp... |
| Language: | English |
| Additional information: | This version is the author manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| Keywords: | mentoring, induction, newly qualified teachers |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10087435 |
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