Comprehensive Teacher Induction

1. Front Matter

   Pages i-xiv

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2. Introduction

   • Edward Britton, Lynn Paine, David Pimm, Senta Raizen

   Pages 1-19

3. Entering a Culture of Teaching: Teacher Induction in Shanghai

   • Lynn Paine, Yanping Fang, Suzanne Wilson

   Pages 20-82

4. Co-operation, Counseling and Reflective Practice: Swiss Induction Programs

   • Senta Raizen, Mary Ann Huntley, Edward Britton

   Pages 83-140

5. Help in Every Direction: Supporting Beginning Science Teachers in New Zealand

   • Edward Britton, Senta Raizen, Mary Ann Huntley

   Pages 141-193

6. Being and Becoming a Mathematics Teacher: Ambiguities in Teacher Formation in France

   • David Pimm, Daniel Chazan, Lynn Paine

   Pages 194-260

7. Guiding the New Teacher: Induction of First-Year Teachers in Japan

   • Michael Padilla, Joseph Riley

   Pages 261-295

8. Making Sense of Induction: Looking across International Cases

   • Edward Britton, Lynn Paine, David Pimm, Senta Raizen

   Pages 296-336

9. Back Matter

   Pages 337-404

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This book provides a detailed examination of how systems located within five countries shape the early career learning of beginning teachers. It describes, discusses and analyzes comprehensive teacher induction found within France, Japan, New Zealand, Shanghai and Switzerland. We refer to the phenomena we observed as induction ‘systems’ because they are am- tious, substantial and established: all beginning teachers in these various locales are served; there are no unfunded mandates; these systems have been in place for 10–25 years. Nevertheless, they are still evolving, und- going review and change – they are dynamic systems. While sharing such similarities, these systems also present striking contrasts in their purposes, policies, program design and the specific activities that constitute them. These induction systems operate within countries having both centr- ized and decentralized education systems, and within large jurisdictions as well as smaller ones. Although we primarily looked at beginning mathe- tics and science teachers of the lower secondary grades, many aspects are relevant to novice teachers of all school subjects at these grade levels, and some structures and insights are germane to the induction of elementary teachers as well.

• education
• funding
• mathematics
• science education

• National Center for Improving Science Education/WestEd, San Francisco, USA

  Edward Britton

• Michigan State University, Lansing, USA

  Lynn Paine

• University of Alberta, Edmonton, Canada

  David Pimm

• National Center for Improving Science Education/WestEd, Washington, USA

  Senta Raizen

Policies and ethics