This paper reports the results of a literature review on the subject of beginning teacher induction, presenting a conceptually oriented discussion of the induction literature. It examines the multiple meanings associated with induction as a phase in learning to teach, a process of teacher socialization, and a program for beginning teachers. The paper begins by underscoring the special character of the first encounter with real teaching and highlights the pivotal position of the induction phase in a broader continuum of teacher preparation and development. The report goes on to discuss induction as a process of teacher socialization and of initiating teachers into their new role. It also examines beginning teacher induction as a process of situated learning. The paper explains induction as a formal program for beginning teachers, offering a brief history of the process; defining induction programs; noting characteristics of quality programs (e.g., a developmental stance toward beginning teachers, a supportive context, and mentoring); and describing programmatic dilemmas or tensions (e.g., individualistic versus collective orientations and retention versus quality). (Contains 97 references.) (SM)