Measures aimed at newly qualified teachers (NQTs) in Norway are characterized by ambitious policy expectations, though with leeway for practitioners. This article investigates how NQTs perceive practices enacted to include them in the teaching profession while identifying the actors of such practices. We use practice architectures theory and the…

Purpose: Scholars have been sounding the alarm of novice teacher turnover crises for decades. South Africa is soon to be facing an educational catastrophe because of a shortage of experienced teachers. Globally and in South Africa, novice teacher attrition is high, and teachers entering the classroom often described feeling isolated and…

This quantitative research study reviews if essential skills needed by beginning teachers in their first year can be identified for a streamlined induction program curriculum. Teacher turnover and attrition rates are a growing concern in the profession and impact schools nationwide. Teacher retention can be increased through new teacher induction…

This applied research study aims to improve the assistance offered to teachers within their first three years of teaching. As many new teachers enter the profession, they are faced with unexpected challenges and often left isolated and left to navigate teaching alone. This study was conducted based on the collaborative efforts of our leadership…

Kindergarten teachers' work is unique because they juggle the roles of caregiver to young children, tending to their physical, emotional and educational needs, and managing their kindergarten unit. The year of internship and transition into teaching is particularly intense. For new kindergarten teachers (NKTs) to fully integrate in the…

Serving over 1.1 million students in more than 1,800 public schools, the New York City Department of Education is the largest school district in the nation. When individuals graduate from college with a bachelor's degree in teacher education the New York City Department of Education assign a school-based mentor for one year. The case study…

New teachers are often assigned an experienced teacher who will serve as a mentor that will work with them during the first year of their initial teaching certificate. Although this is a common practice among states, not much guidance exists of what this mentoring should include or what strategies are the most effective. This study was designed to…

In this article, how a mentee's developing professional identity is reflected in the use of pedagogical strategies is explored through the mentor teacher's lens. Although mentoring relationships have traditionally focused on improving mentee teachers' teaching repertoire, unstructured affective processes involved as a result of the mentoring…

The number of teachers entering the profession through alternative teacher licensure pathways has increased dramatically in the last 10 years. The preparation these teachers receive can vary widely, making specially designed novice teacher induction programs crucial for their success. This professional practice dissertation examined the…

In recent decades, there has been growing concern about teacher preparation at university and the link to educational quality. As a result, higher education institutions have designed programmes to help faculty teachers further their development in their professional careers. However, the literature pinpoints a lack of empirical evidence on…

Transitioning from teacher candidate to beginning teacher remains a difficult one despite school districts' efforts to provide mentoring and induction programs. This commentary examines teacher attrition and current practices used to support new teachers entering the profession. We draw on the tenets of characteristics of effective mentorships and…

It is often assumed that beginning teachers possess the skills, strategies and practices necessary for effective instructional practice and classroom management. The reality is that beginning teachers struggle to overcome the many challenges and obstacles faced in the first years of teaching. Without adequate supports, beginning teachers may…

This evaluative case study explores how mentors or coaches, called Associates, support beginning in-service teachers in developing reflective teaching practices, as well as which practices are most effective in supporting beginning teachers. Using a definition of effective reflective practice and a tool for gauging progress toward becoming a…

A significant number of educators depart from the profession within their initial 5 years, particularly in urban and rural schools with a notable prevalence of students from low socioeconomic backgrounds. This circumstance often presents school districts with the challenge of either hiring underqualified personnel or leaving instructional…

This study investigates the relationship between new teachers' retention in the first five years of teaching and mentorship support given to teachers. The teacher shortage in the United States is a documented problem and continues to grow. The inability of the education system to attract and retain quality teachers is a significant problem in the…