In this presentation, teacher induction is studied within a theory of practice. There seems to be various understandings of (1.) the activities and actions, (2.) the concepts, and (3.) the relationships between people involved in induction. Teacher induction is a coherent and complex form of socially established cooperative human activity in which characteristic arrangements of (1.) actions and activities are comprehensible (‘doings’; in physical space-time) (2.) in terms of arrangements of relevant ideas in characteristic discourses (‘sayings’; in semantic space), and (3.) when the people and objects involved are distributed in characteristic arrangements of relationships (‘relatings’; in social space). We may also study practices of induction as an ecosystem of practices which relate to each other like living organisms. Adapting principles derived from Fritjof Capra’s principles of ecology (Capra, 2004 and 2005), we may say that practices of teacher induction live in ecological relationships with one another. This theoretical framework is known as “a theory of ecologies of practices”. Within this framework, we intend to show how (a) practices of teacher induction, by analogy with species, and (b) ecologies of practices, by analogy with ecosystems, meet the criteria implied by nine principles which are derived from ecology.