The first years of teaching form a critical period in any teacher’s continuum of professional learning (Feiman-Nemser, 2001). In recent years there has been an international emphasis on the provision of suitably qualified new entrants to the teaching profession, with the induction year being a particular focus of attention for many national governments (Paine et al., 2003). Various models of initial training and induction operate both in different European countries (Eurydice, 2002) and across the world (Wong, Britton & Ganser, 2005). While models differ from one country to another, the induction of beginning teachers is clearly a worldwide focus of concern and has given rise to a variety of policies and practices and a wealth of research literature. The papers in this symposium present findings from research projects that explored the preparation for teaching and induction of beginning teachers. The findings from the English team (Burn, et al.) were shaped by the research question: what were the beginning teachers’ expectations of the induction year and what were the realities they experienced? The New Zealand findings (Haigh & Anthony) were drawn from a large nationwide project that problematised the role of initial teacher education and induction in the preparation of New Zealand secondary teachers (Anthony et al., 2008). Kane’s paper presents findings from an Ontario based research project that evaluates the New Teacher Induction programme that was mandated by the Ontario Ministry of Education in 2007 for all new teachers. All three studies were embedded in national educational contexts that influence the preparation and induction of the beginning teachers. An important contextual feature of the English research is the model of school-based initial teacher education partnerships that now forms the dominant mode of teacher preparation in England (Furlong et al. 2000). Since 1999 there has been a one-year statutory induction period for all newly qualified teachers. The New Zealand study was carried out within the context of an induction system that has been embedded within the national educational system since 1989. However, recent research indicates that the provision of systematic induction experiences is not always evident in the secondary sector. In Ontario, Canada, 2006/2007 saw the introduction of a mandatory New Teacher Induction Program (NTIP) that seeks to address retention and improve teacher quality. This school-based program is required to offer orientation, mentoring and professional development to all new teachers and to support them in attaining two successful teacher appraisals.

The English data derive from five interviews with 17 teachers. The first and last occurred at the end of training and induction years respectively; the other three followed an observed lesson once a term. Taking an overall phenomenological approach, analytical categories were developed through iterative, inductive processes using transcribed data. The NZ data relate to 20 beginning science teachers. The mixed-method study involved a quantitative survey at the end of their ITE; three interviews spaced at 6, 12 and 18 months into their teaching plus surveys of their mentors. The qualitative data were analysed using a grounded theory approach. The NTIP evaluation is a longitudinal study involving over 4000 new teachers, mentors and principals across Ontario. Web-based questionnaires and individual interviews generate data on key indicators and participants’ experiences of the induction process. Questionnaire data were subject to statistical analysis while interview data was coded using a grounded theory approach.

Provisional analysis of English data reveals four important aspects of beginning teachers professional practice within which significant contrasts between expectations and reality were found: the beginning teachers’ own professional learning; the school students and their learning; schools and schooling; professional relationships. The findings are significant for pre-service and induction. In New Zealand, overall self-efficacy ratings for the NQTs dropped steadily over the first months of teaching, though the nature of this change was variable. Teaching contexts and the nature of induction programmes were particularly important in supporting their professional learning and their confidence in their role of science teacher. In Ontario the impact of NTIP depends on a complex mix of contextual school-based factors. Participants overwhelmingly claim that NTIP positively impacts teacher performance and student achievement but this is uncertain. Evidence suggests teachers are definitely feeling more comfortable in their role. However, links to student achievement are tenuous at best.