Teacher Induction Programs as a Pathway to Professionalization
A Comparative Study of Australia, Japan, and Chile
DOI:
https://doi.org/10.5944/reec.47.2025.44275Keywords:
Beginning Teacher Induction, Professional Development, Comparative Education, ProfessionalismAbstract
In recent years, induction programs for novice teachers have proliferated as a national policy in various educational systems. Concerns about improving teacher quality, attracting and retaining teachers in the system, and shaping the identity and pedagogical competencies of those entering the teaching profession have led to a focus on induction as a pathway to professionalization. There is a wide heterogeneity in the programs that has raised questions about the factors that promote effective induction. This study aims to compare national formal induction programs for novice teachers from a systemic perspective and analyze the characteristics they adopt to strengthen the professionalization of teaching. Three countries (Australia, Japan, and Chile) are examined using a comparative methodology. To operationalize the study's objective, a parameter tree was created comprising two general dimensions: program characteristics (structure, activities, participation, impact) and the systemic approach to induction (teachers' working conditions, attraction to the profession, collaborative culture, and career progression). The results show that induction is effective when it is considered a defining part of the profession and understood as part of professional development within a continuous trajectory. In countries with the most impactful induction programs, participation is mandatory, effective time is allocated for their implementation, teachers enjoy favorable working conditions, classroom environments are less disruptive, and mentors do not receive financial incentives for their participation. In conclusion, the studied systems have embraced the concept of induction as part of the school culture and foster a collaborative culture that addresses not only induction programs but also the broader scope of professional teacher development.
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