Teacher Induction Research, Policy, and Practice: A Global Perspective

Teacher induction is a beginning stage of teachers’ career, where they receive the support to enhance transition, socialization, retention, and quality at workplace so that they can become much more committed to teaching and effective teachers for students’ learning. Over last decades, teacher induction policies, programs, and practices have been initiated, developed, and implemented to reduce teacher attrition and support teacher learning in many countries as part of the larger effect to reform teaching practices and education of children to meet the needs of the emerging global economy and social transformation as the result.

Such developments help create needs for the various stakeholders of teacher induction in different countries to understand each other’s work, learn from each other’s lessons, and use such understanding and learning to inform their own teacher induction. However, there has not been any effort to systematically synthesize and analyze teacher induction policies, programs, and practices in various countries and put these syntheses and analyses together in one place to serve for the needs for mutual understanding and learning across different countries.

This edited book series serves for such needs by analyzing the focuses, assumptions, and major deliveries of influential policy initiatives, quality programs, and rigorous practices popularly developed, and implemented in various countries for the purposes of teacher retention and development. It includes books edited by the eminent scholars in the field of teacher induction, each of which will be contributed by the experienced scholars, policy analysts, and teacher educators in field from different countries. It is expected to attract readers including scholars, policy makers, practitioners, and graduate students in different countries who have interests in teacher induction research, policy, and practice.