Supporting New and Beginning Teachers Through Induction and Mentorship Programs: An International Systematic Review

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-13 - Who Will Stay and Who Will Go: A Review of Prediction and Retention Models

Abstract

Many new and beginning teachers abandon teaching, with the most talented among them being the most apt to leave (Colb, 2001). The transition and cultural socialization processes, and acculturation to school cultures, political contexts, and the teaching profession are commonly noted challenges (Howe, 2006). This internationally focussed systematic review explored programs of support for new and beginning teachers. We outline nations and regions that offer new and beginning teachers formal support. We identify international evidence that describes teacher retention and attrition issues. We report on challenging and diverse complexities (e.g., cultural and political contexts) that are linked with teacher retention and attrition and comment on how these complexities are aligned with new and beginning teacher induction and mentorship programs.

Authors

• Benjamin Kutsyuruba, Queen's University

• Lorraine Godden, Queen's University

• Leigha Tregunna, Queen's University