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Their retrospective perspectives were investigated regarding satisfaction with school assimilation in the induction year, attitudes toward organizational aspects of the program, and perceived contribution to professional development. Graduates and induction participants were compared via questionnaires covering 98 graduates and 390 participants; graduates remembered the induction year less positively, more often recommended extending support, and reported only moderate contribution. General patterns matched among active teachers and non-teaching graduates.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-2-article-2/593694/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-2-article-2/593694.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What perspective was used to evaluate the teacher induction program?","Question",{"text":112,"@type":113},"The study evaluated the induction program from the viewpoint of induction graduates three years after participation, using their retrospective perspectives.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were graduates’ views compared with those of other teachers?",{"text":117,"@type":113},"Questionnaire data were collected from 98 induction graduates and 390 induction participants, and graduates’ retrospective memories were compared with participants’ expectations and recollections.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the retrospective evaluation conclude about the program’s contribution?",{"text":121,"@type":113},"Graduates assigned only moderate contribution to the induction program and more often recommended extending induction support; in general, retrospective appraisals of active teachers and non-teaching graduates were similar.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593694,1792192710,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 2 | Article 2 |\n| --- | --- |\n| 2016\u003Cbr>A Retrospective Appraisal of Teacher Induction\u003Cbr>FadiaM. Nasser-Abu Alhija Tel Aviv University, [fadia@post.tau.ac.il](fadia@post.tau.ac.il)\u003Cbr>Barbara Fresko\u003Cbr>Beitberl academic College, [Barbara@beitberl.ac.il](Barbara@beitberl.ac.il) |  |\n\nRecommended Citation  \nNasser-Abu Alhija, F. M., & Fresko, B. (2016). A Retrospective Appraisal of Teacher Induction. Australian Journal of Teacher Education, 41 (2).  \n[http://dx.doi.org/10.14221/ajte.2016v41n2.2](http://dx.doi.org/10.14221/ajte.2016v41n2.2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss2/2](http://ro.ecu.edu.au/ajte/vol41/iss2/2)  \nA Retrospective Appraisal of Teacher Induction  \nFadia Nasser Abu-Alhija  \nTel Aviv University, Israel  \nBarbara Fresko  \nBeit Berl College, Israel  \nAbstract: Examination of an induction program for new teachers was  \nundertaken from the viewpoint of induction graduates three years  \nafter participation. Their retrospective perspectives were investigated  \nas to their satisfaction with assimilation in school in the induction  \nyear, their attitudes towards organizational aspects of the program,  \nand the program's contribution to their professional development.  \nComparisons were made to beginning teachers in the midst of their  \ninduction year. Data were collected from 98 induction graduates and  \n390 induction participants using questionnaires. Compared to  \ninduction participants, graduates retrospectively remembered the  \ninduction year at school less positively and more often recommended extending induction support. The graduates ascribed only moderate  \ncontribution to the induction program. In general retrospective  \nappraisals of active teachers and non-teaching graduates were  \nsimilar. Implications for the use of retrospective evaluations are  \ndiscussed.  \nBecoming a teacher is a continuous life-long process. Critical stages include preservice preparation, entry into the school system, and continuous professional development throughout the teacher's career (Feiman-Nemser, 2001) . In order to ease the entry \"shock\"into the school system (e.g., Kelchtermans & Ballet, 2002) and to optimize socialization into the profession, formal induction programs have been implemented (e.g., Ingersoll, 2007; Ingersoll & Smith, 2004; Wong, 2004) . Programs vary across countries, and within countries (e.g., Howe, 2006; Wong et al., 2005). Variation expresses itself in duration, program components, funding sources, operation, target population, intensity, and comprehensiveness. While mentoring tends to be the most common component of induction programs, research findings have indicated that successful programs include more than one component, such as orientation, written materials, reduced workloads, classroom observations, workshops, and seminars (Ingersoll, 2007; Ingersoll & Smith, 2004; Wong, 2004) . Regardless of differences among programs, all induction programs share a common goal of providing new teachers with assistance, guidance, and support to ease their gradual acculturation into the teaching profession (Howe, 2006; Stoel & Thant, 2002) .  \nEvaluation of induction programs has focused mainly on their positive impact on teacher retention, as well as on their contribution to the development of effective instructional skills among new teachers (e.g., Rippon & Martin, 2003; Villar & Strong, 2007) . For example, in a review of 15 empirical studies of the effects of new teacher induction, Ingersoll and Strong (2011) reported that induction programs positively affected three types of outcomes: teacher commitment, classroom instructional practices, and student achievement. Both objective and subjective data have been used to examine the effects of induction. Sources include official records (e.g., Ingersoll, 2007), interviews (e.g., Bickmore &  \nBickmore, 2010), observation of new teachers (e.g., Sta","cbCaih2HGjvZvCjl","https://ap.wps.com/l/cbCaih2HGjvZvCjl","pdf",629817,17,"English","# Abstract\n## Induction program evaluation perspective\n## Data collection and comparisons\n## Findings and implications","[{\"question\":\"What perspective was used to evaluate the teacher induction program?\",\"answer\":\"The study evaluated the induction program from the viewpoint of induction graduates three years after participation, using their retrospective perspectives.\"},{\"question\":\"How were graduates’ views compared with those of other teachers?\",\"answer\":\"Questionnaire data were collected from 98 induction graduates and 390 induction participants, and graduates’ retrospective memories were compared with participants’ expectations and recollections.\"},{\"question\":\"What did the retrospective evaluation conclude about the program’s contribution?\",\"answer\":\"Graduates assigned only moderate contribution to the induction program and more often recommended extending induction support; in general, retrospective appraisals of active teachers and non-teaching graduates were similar.\"}]","Australian Journal of Teacher Education - Issue 2 - Article 2 | PDF",1792077732,43]