Teacher Induction : An International Perspective on Research & Programs / Richard P. Tisher.

This paper discusses the nature of teacher induction programs and of research on this topic in European, North American, and Australian countries. Research studies and induction program content and processes in the various countries are explored and compared. Among assertions and conclusions made from this study, which is meant to stimulate further exploration, were: (1) Induction cannot be left to infrequent, unplanned, informal help from experienced colleagues; (2) The deficit-dependency model which underlies many teacher induction programs is inappropriate; (3) The nature of induction programs and the research about them should be governed by socialization theories that recognize that induction is a complex, interactive, negotiated, and provisional process; (4) Research should be conducted on the impact of different school contexts on beginning teachers and on changes in their expectations and perceptions of induction; (5) New ingenious modes for disseminating research results to policymakers are required; and (6) A practical and constructive way to foster induction is through innovative action research programs accompanied by formative evaluation. Forty-six references on the topic of teacher induction are included. (Author/JD)

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