[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596469-105":59,"doc-detail-596469-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","the-hidden-curriculum-of-a-teacher-induction-program-ontario-teacher-educators-perspectives","The Hidden Curriculum of a Teacher Induction Program - Ontario Teacher Educators’ Perspectives","","Investigates the hidden curriculum of Ontario’s New Teacher Induction Program (NTIP) through interviews with 47 teacher educators across eight faculties of education. Highlights concerns about mentor selection, the probationary status of new teachers, and how new teachers’ competence is evaluated. Argues that NTIP’s structure may discourage new teachers from critiquing the system employing them, reducing the likelihood of adopting a critical democratic stance in teaching, with implications for induction and mentorship programs for new educators.",{"@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/the-hidden-curriculum-of-a-teacher-induction-program-ontario-teacher-educators-perspectives/596469/",{"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/the-hidden-curriculum-of-a-teacher-induction-program-ontario-teacher-educators-perspectives/596469.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","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 does the article examine about NTIP?","Question",{"text":112,"@type":113},"It examines the hidden curriculum of Ontario’s New Teacher Induction Program (NTIP) and how its structure and assessment practices convey instructional norms and values.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"The study used interviews with 47 teacher educators from eight faculties of education.",{"name":119,"@type":110,"acceptedAnswer":120},"What concerns did respondents raise about NTIP?",{"text":121,"@type":113},"Respondents expressed concerns about mentor selection, the probationary status of new teachers, and the evaluation of new teachers’ competence.","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},596469,1792190603,{"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":24,"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,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Hidden Curriculum of a Teacher Induction Program: Ontario Teacher Educators’ Perspectives  \nSarah Elizabeth Barrett, R. Patrick Solomon,& Jordan Singer  \nYork University  \nJohn P. Portelli OISE/University of Toronto  \nDonatille Mujuwamariya University of Ottawa  \nWe dedicate this article to the memory of R. Patrick Solomon À la mémoire de R. Patrick Solomon  \nThis article investigates the hidden curriculum of Ontario’s New Teacher Induction Program (NTIP) . The study involved interviews with 47 teacher educators from eight faculties of education. Responses revealed concerns about (a) who chooses the men‐ tors,(b) the probationary status of new teachers, and (c) the evaluation of new teach‐ ers’ competence. In the opinion of some teacher educators, the structure of NTIP may discourage new teachers from critiquing the system that employs them thus decreas‐ ing the likelihood of their taking a critical democratic stance in their teaching. These findings have implications for any induction or mentorship program for new teach‐ ers.  \nKey Words: teacher education, mentorship, social justice, critical democratic, Ontario New Teacher Induction Program  \nCANADIAN JOURNAL OF EDUCATION 32, 4 (2009): 677‐702 ©2009 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nCet article porte sur les objectifs cachés du Programme dʹinsertion professionnelle du nouveau personnel enseignant (PIPNPE) de l’Ontario. Pour cette recherche, les au‐ teurs ont interviewé 47 professeurs de pédagogie dans huit facultés d’éducation. Cesentrevues révèlent des inquiétudes au sujet (a) du mode de sélection des mentors,(b) du statut probatoire du nouveau personnel enseignant,(c) de l’évaluation des compé‐ tences du nouveau personnel enseignant. Selon certains des répondants, la structure du PIPNPE peut dissuader certains nouveaux enseignants de critiquer le système qui les emploie, ce qui diminue les chances qu’ils prennent une orientation démocratique critique dans leur enseignement. Ces observations ont des implications pour tout programme d’insertion professionnelle ou de mentorat s’adressant au nouveau per‐ sonnel enseignant.  \nMots clés : formation à l’enseignement, mentorat, justice sociale, critique, démocrati‐ que, Programme dʹinsertion professionnelle du nouveau personnel enseignant del’Ontario.  \nTeacher education does not end when teacher candidates complete their bachelor of education degrees. Setting aside professional development, which will occur throughout a teacher’s career, we note that initial teach‐ er education continues, often implicitly, through the first few years of teaching. Many jurisdictions have chosen to formalize this phase through mentorship and/or induction programs. Our objective, as researchers, is to extend current research in the area of mentorship and teacher induc‐ tion by critically examining the hidden curriculum of Ontario’s New Teacher Induction Program (NTIP) . This particular program and the re‐ search we have undertaken can be used as an example of how one can consider the systemic consequences of the hidden curriculum conveyed through both the structure and assessment practices of any teacher in‐ duction or mentorship program. To do so, we examined the discursive origins of competence and quality in the field of education, and the way these meanings informed how good teaching is encoded in the taken‐for‐ granted assumptions of NTIP.  \nWe define the hidden curriculum as “instructional norms and values not openly acknowledged by teachers or school officials”(Vang, 2006, p. 20). Although a great deal of research on the impact of the hidden curric‐ ulum on students exists (e.g., Booher‐Jennings, 2008) and even new teachers’ conceptions of that impact (e.g., Lea & Griggs, 2005), very little  \nresearch examines the hidden curriculum of teacher education programs themselves. Viewing teacher induction programs as extensions of teacher education programs, we have chosen to study tea","cbCaike4UsjbH7aY","https://ap.wps.com/l/cbCaike4UsjbH7aY","pdf",331793,26,"English","# Context\n# NTIP components and stated aims\n# Research focus and definitions\n# Findings from teacher educator interviews\n# Implications for induction and mentorship","[{\"question\":\"What does the article examine about NTIP?\",\"answer\":\"It examines the hidden curriculum of Ontario’s New Teacher Induction Program (NTIP) and how its structure and assessment practices convey instructional norms and values.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used interviews with 47 teacher educators from eight faculties of education.\"},{\"question\":\"What concerns did respondents raise about NTIP?\",\"answer\":\"Respondents expressed concerns about mentor selection, the probationary status of new teachers, and the evaluation of new teachers’ competence.\"}]","The Hidden Curriculum of a Teacher Induction Program - Ontario Teacher Educators’ Perspectives | PDF",1792083137,66]