First-Year Teachers and Induction Support: Ups, Downs, and In-Betweens

Authors

Sara Winstead Fry, Bucknell UniversityFollow

Abstract

Novice teachers often struggle during the transition from being students of teaching to teachers of students. Consequently, high attrition rates characterize the first 3 years of teaching, underscoring a need to provide better support for beginning teachers. This investigation sought to answer the following question: How are 1s t-year teachers supported during induction and how do they respond to this support? Four 1st-year elementary teachers participated in a year-long case-study investigation. Primary form of data collection was monthly semi-structured phone interviews. Participants faced similar challenges, while adjusting to their new profession, but received varied, often inadequate, forms of support during their 1st year. The results suggest that rather than identifying the prevalence of induction support, future research should endeavor to assess program quality and guide educators in the provision of valuable induction for new teachers.

Keywords

Induction, Beginning Teachers, and Case Study

Publication Date

6-1-2007

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2007.1635

Recommended APA Citation

Fry, S. W. (2007). First-Year Teachers and Induction Support: Ups, Downs, and In-Betweens. The Qualitative Report, 12(2), 216-237. https://doi.org/10.46743/2160-3715/2007.1635