[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594493-105":59,"doc-detail-594493-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","how-can-schools-support-beginning-teachers-a-call-for-timely-induction-and-mentoring-for-effective-teaching","How Can Schools Support Beginning Teachers? - A Call for Timely Induction and Mentoring for Effective Teaching","","Induction programs often focus on informing beginning teachers about school culture and infrastructure, yet teaching and learning are the core work of education. This qualitative study surveyed, questioned, and interviewed 10 beginning teachers to identify needs in their first year. Results align with international findings: stronger support is needed in induction, especially around school context, networking, people management, and work-life balance, alongside mentoring that develops teaching practices.",{"@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/how-can-schools-support-beginning-teachers-a-call-for-timely-induction-and-mentoring-for-effective-teaching/594493/",{"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/how-can-schools-support-beginning-teachers-a-call-for-timely-induction-and-mentoring-for-effective-teaching/594493.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study argue induction programs focus on, and what do they overlook?","Question",{"text":112,"@type":113},"The study notes induction programs often prioritize informing beginning teachers about school culture and infrastructure, while overlooking that the core business is teaching and learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted and how many beginning teachers participated?",{"text":117,"@type":113},"The research used a qualitative design with a survey, questionnaire, and interviews, involving 10 beginning teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"Which kinds of support did beginning teachers report needing most during induction?",{"text":121,"@type":113},"Participants emphasized more support in the school context, networking, managing people, creating work-life balances, and building teaching practices through mentoring.","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},594493,1792190926,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 37 | Issue 7 | Article 6 |\n| --- | --- |\n\n2012  \nHow Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching  \nPeter Hudson  \nQueensland University of Technology, [pb.hudson@qut.edu.au](pb.hudson@qut.edu.au)  \nRecommended Citation  \nHudson, Peter (2012) \"How Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching,\"Australian Journal of Teacher Education: Vol. 37: Iss. 7, Article 6.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol37/iss7/6](http://ro.ecu.edu.au/ajte/vol37/iss7/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol37/iss7/6](http://ro.ecu.edu.au/ajte/vol37/iss7/6)  \nAustralian Journal of Teacher Education  \nHow Can Schools Support Beginning Teachers? A Call for Timely Induction and Mentoring for Effective Teaching  \nPeter Hudson  \nQueensland University of Technology  \nAbstract: Induction programs largely focus on informing the  \nbeginning teacher about the school culture and infrastructure yet the core business of education is teaching and learning. This qualitative  \nstudy uses a survey, questionnaire, and interviews to investigate 10  \nbeginning teachers’ needs towards becoming effective teachers in  \ntheir first year of teaching. Findings were synonymous with studies in  \nother countries that showed they required more support in the  \ninduction process, particularly around the school context, networking, managing people, and creating work-life balances. It also found that these beginning teachers required more support in school culture and  \ninfrastructure with stronger consideration of developing teaching  \npractices, such as: pedagogical knowledge development and  \nbehaviour management. It highlighted willing and capable assigned  \nmentors who can model practices and provide feedback on the  \nbeginning teachers’ practices as pivotal to induction and mentoring  \nprocesses.  \nIntroduction  \nThe preparation of teachers is a focus in many reports and reviews into teaching and teacher education (e.g., Bradley, Noonan, Nugent, & Scales, 2008; House of Representatives Standing Committee on Education and Vocational Training [HRSCEVT], 2007; Masters, 2009). Governments, education systems, and the general public want effective teachers for which university-school partnership arrangements assist in facilitating the preparation of beginning teachers. For instance, professional experiences (i.e., practicum and internship) provide the link between university coursework and pragmatic school experiences for preservice teachers in the lead up to their first year of teaching. Despite preservice teachers valuing teaching theories and practicum, bridging the theory-practice gap is an issue for beginning teachers, indicated by early-career teachers’ reflections on their university preparation (Allen, 2009) .  \nA teacher graduating from university commences teaching with the same responsibilities as more experienced teachers in the school; yet it is widely recognised that beginning teachers need support in their first few years of teaching (Darling-Hammond, 2010; Le Maistre & Paré, 2010), particularly with teachers leaving the profession in those early years with a seemingly “sink or swim” approach from many schools (Howe, 2006, p. 287). Howe places emphasis on assistance beginning teachers with teaching rather than assessing them in these formative years of teaching, in which mentoring appears to be a preferred support mechanism as it draws upon the expertise of existing school staff who can provide immediate benefits to the beginning teacher. Induction programs have been developed by education departments in Australia with attention to school culture and infrastructure (e.g.,“Flying Start” program in Queensland). However, increasing benefits to beginning teachers that include mentoring for effective teaching require quality preparation  \n71  \nVol 3","cbCaiuSbae1Wd2Yw","https://ap.wps.com/l/cbCaiuSbae1Wd2Yw","pdf",154172,15,"English","# Introduction\n## Teacher preparation and the theory-practice gap\n## Mentoring as a preferred support mechanism\n## Whole-school support and professional learning communities","[{\"question\":\"What does the study argue induction programs focus on, and what do they overlook?\",\"answer\":\"The study notes induction programs often prioritize informing beginning teachers about school culture and infrastructure, while overlooking that the core business is teaching and learning.\"},{\"question\":\"How was the study conducted and how many beginning teachers participated?\",\"answer\":\"The research used a qualitative design with a survey, questionnaire, and interviews, involving 10 beginning teachers.\"},{\"question\":\"Which kinds of support did beginning teachers report needing most during induction?\",\"answer\":\"Participants emphasized more support in the school context, networking, managing people, creating work-life balances, and building teaching practices through mentoring.\"}]","How Can Schools Support Beginning Teachers? - A Call for Timely Induction and Mentoring for Effective Teaching | PDF",1792079257,38]