Novice Educators' Transitions From Universities to the Workforce: A Literature Review

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Abstract

This literature review synthesizes current research on the crucial role of pedagogical partnerships, effective mentoring, and structured induction programs in supporting novice teachers. Seventeen articles, including eight qualitative, seven quantitative, and two mixed-methods studies, offer insights into the personal and professional growth of novice teachers. The review highlights the importance of collaborative learning environments and experienced mentors in fostering reflective practice and confidence. Quantitative studies provide empirical data on the effectiveness of structured induction programs in improving teacher retention, job satisfaction, and instructional efficacy. The synthesis underscores the necessity of comprehensive support systems to ensure the successful transition and retention of novice teachers.

Author

• Claudio Alonso Vasquez, Pontificia Universidad Catolica de Chile