Effects of Teacher Induction on Beginning Teachers' Teaching: A Critical Review of the Literature

By Wang, Jian; Odell, Sandra J. et al. | Journal of Teacher Education, March-April 2008 | Go to article overview

Effects of Teacher Induction on Beginning Teachers' Teaching: A Critical Review of the Literature


Wang, Jian, Odell, Sandra J., Schwille, Sharon A., Journal of Teacher Education


Since the early 1990s, scholars have advocated for beginning teacher support (Darling-Hammond, 1995; Feiman-Nemser & Parker, 1992; Huling-Austin, 1992). The establishment of national curriculum standards and federal legislation--namely, No Child Left Behind--created pressure to focus on beginning teachers' learning and the improvement of teaching quality. In response, states and school districts are moving the focus of teacher induction as socialization and emotional support (Feiman-Nemser, Schwille, Carver, & Yusko, 1998; Gold, 1996) to supporting learning consistent with national curriculum standards (Sweeny & DeBolt, 2000).

Underlying these responses is an assumption that a link exists among induction, beginning teachers' conceptions, teaching practice, and students' learning. In this review, we explore whether such a link is supported by the literature, and we suggest implications for research, policy, and practice.

CONCEPTIONS OF TEACHER INDUCTION AND LEARNING TO TEACH

Although learning to teach occurs in multiple stages of a teacher's career (Feiman-Nemser, 1983, 2001a), we focus on the teachers' first year because it is a crucial and problematic period for teachers. In fact, it has been found to shape teaching patterns and influence teacher retention (Ingersoll & Smith, 2004) and the influences of school context on teacher retention (Johnson & the Project on the Next Generation of Teachers, 2004). First-year teachers assume responsibilities similar to those of experienced teachers while learning their job with limited experience and preparation (Wildman, Niles, Magliaro, & McLaughlin, 1989), which results in attending to classroom management and procedures instead of learning how to teach well and improve student learning (Dewey, 1964; Kagan, 1992; Wideen, Mayer-Smith, & Moon, 1998). First-year teachers are encouraged to contextualize their subject and pedagogical preparation and concomitantly be members of a school community and adjust to its organization and culture (Griffin & Millers, 1987). How they are prepared to teach, which is often consistent with curriculum standards, is not always supported by their existing school cultures (Puk & Haines, 1999; Sykes & Bird, 1992).

In our review, we focus on the effects that teacher induction programs have on beginning teachers' teaching, instead of on how comfortable beginning teachers feel about and how well they are adjusting to their local contexts. Teacher induction programs have historically focused on the personal comfort levels of novices (Feiman-Nemser et al., 1998; Gold, 1996). Feeling comfortable does not necessarily lead to effective teaching and student learning (Anyon, 1981).

We recognize that a focus of many induction programs is that of helping novices adjust to the cultures of their schools (Huling-Austin, 1992), but simply adjusting to the existing context does not automatically lead one to be an effective teacher (Cochran-Smith & Lytle, 1999). As Wang and Odell (2003) showed, two interns developed strikingly different ways to adjust to a context, which led to different teaching and different consequences for students' learning even when offered opportunities to follow their own agendas in the same classroom, working with the same mentors.

We also examined the effects of formally structured components of teacher induction on beginning teachers given that conceptually based induction programs that focus on support for learning to teach are rare (Feiman-Nemser, 2001a), as are studies on program effects. These components include teacher mentoring relationships, which are a major supporting structure for beginning teachers in induction programs (Odell & Huling, 2000); different kinds of collaboration among beginning teachers and colleagues; and professional development activities designed to affect teaching and student achievement (Moir & Gless, 2001). …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Effects of Teacher Induction on Beginning Teachers' Teaching: A Critical Review of the Literature
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.