Teacher Induction Programs: A Strategy for Improving the Professional Experience Of Beginning Career And Technical Education Teachers

Teacher Induction Programs: A Strategy for Improving the Professional Experience Of Beginning Career And Technical Education Teachers

Jan 2001

Authors:

Richard M. Joerger
University of Minnesota

Christine D. Bremer
University of Minnesota

Executive Summary:

The primary purpose of this project was to gather and disseminate research findings about teacher induction programs for beginning secondary career and technical education (CTE) teachers, a topic of considerable importance to CTE professionals, policymakers, and researchers. This document is thus intended to be a resource for educators and education policymakers who wish to institute comprehensive and effective teacher induction programs designed to help ensure the success and retention of beginning CTE teachers. It is also intended to be a resource for researchers interested in extending our knowledge about teacher preparation and teacher induction.

The induction period, which lasts up to 5 or 6 years for most teachers, includes all of the teaching and professional activities and events experienced by beginning teachers from the time they sign their initial teaching contracts until they are fully and successfully acculturated into the profession. The primary goal of teacher induction programs is to enhance the initial professional experience of beginning teachers so they are successful and effective, and remain in the profession.

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Joerger, R. M., & Bremer, C. D. (2001). Teacher induction programs: A strategy for improving the professional experience of beginning career and technical education teachers. St. Paul, MN: National Research Center for Career and Technical Education, University of Minnesota.