Novice Teacher Induction and Student Science Achievement: Insights from Three PISA 2022 High-Performing Countries

• In Event: Teacher Education from a Global Perspective: Learning from Home and Abroad

Abstract

Structured induction programs are widely seen as critical in supporting novice teachers during their transition into the profession. While previous research has identified key components of effective induction, there is limited evidence on how different aspects of teacher induction relate to student academic outcomes, particularly for novice teachers. To address this gap, this study examines whether novice teachers’ participation in school-wide induction programs is positively associated with their students’ performance, with a specific focus on science. The analysis draws on the most recent international data from the 2022 Program for International Student Assessment (PISA), focusing on three high-performing education systems: Germany, Hong Kong, and South Korea. Findings indicated differences in the association between specific induction components and student science performance.

Authors

• Xinyi Mao, University of Central Florida

• Su Gao, University of Central Florida

• Marjorie Ceballos, University of Central Florida