Theoretical Perspectives on Novice Teachers` Induction in English Teacher Education = Theoretical Perspectives on Novice Teachers` Induction in English Teacher Education

다국어 초록 (Multilingual Abstract)

Compared to recent attention to in-service teacher training, little has been known about novice teachers` induction during the early years of English language teaching. This paper aims to provide the theoretical background to novice English teachers` induction by reviewing the literature on training and induction of novice teachers in the general education. Data was mainly gathered from the secondary source of the relevant literature from different contexts. It begins by briefly identifying dimensions of teacher professionalism in different contexts. It investigates into the challenges which novice teachers face in their first permanent appointments. The review reveals that these challenges go beyond classroom pedagogy to encompass issues of conforming to school and organizational cultures. Collegiality or lack of it is identified as a particular problem in many school cultures for beginning teachers, often hindering effective mentoring within induction programs. The role of school administrators is also highlighted as a critical factor in induction for novice teachers. It is suggested that how principals react to novice teachers sets the tone for the whole school and their constructive involvement in induction programs can enhance the chances of successful experiences for beginning teachers.

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