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Supporting New Teachers

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  • OECD

Abstract

In many countries, less experienced teachers (those with less than five years’ teaching experience) are more likely to work in challenging schools and less likely to report confidence in their teaching abilities than more experienced teachers. Most countries have activities in place aimed at preparing teachers for work, such as induction and mentoring programmes. Approximately 44% of teachers work in schools where principals report that all new teachers have access to formal induction programmes; 76% work in schools with access to informal induction; and 22% work in schools that only have programmes for teachers new to teaching. Fewer teachers report participation in induction and mentoring programmes than principals report the existence of such programmes.

Suggested Citation

  • Oecd, 2015. "Supporting New Teachers," Teaching in Focus 11, OECD Publishing.
    • Handle: RePEc:oec:eduaah:11-en
    DOI: 10.1787/5js1p1r88lg5-en
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    Cited by:

    1. Jaung, Wanggi & Putzel, Louis & Bull, Gary Q. & Kozak, Robert & Markum,, 2016. "Certification of forest watershed services: A Q methodology analysis of opportunities and challenges in Lombok, Indonesia," Ecosystem Services, Elsevier, vol. 22(PA), pages 51-59.
    2. James Arthur & Stephen R. Earl & Aidan P. Thompson & Joseph W. Ward, 2021. "The Value of Character-Based Judgement in the Professional Domain," Journal of Business Ethics, Springer, vol. 169(2), pages 293-308, March.

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