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Induction for Non-Beginning Teachers: An Attempt to Connect Induction to Continuous Professional Development

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Title: Induction for Non-Beginning Teachers: An Attempt to Connect Induction to Continuous Professional Development
Language: English
Authors: Gülçin Coşgun, Derin Atay
Source: Australian Journal of Teacher Education. 2026 51(1):123-141.
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Language Teachers, Experienced Teachers, College Preparation, Faculty Development, Teacher Orientation, College Faculty, Teaching Methods, Mentors, Adjustment (to Environment)
Geographic Terms: Turkey
ISSN: 0313-5373
1835-517X
Abstract: Since there is limited research exploring the impacts of induction on the teaching practices of newly recruited experienced teachers, in this paper, findings of a study whose purpose is to explore the impacts of a comprehensive induction model on non-novice teachers in regards to their teaching practices will be reported. 11 mentees involved in a mandatory comprehensive induction program at the English preparatory school in a Turkish foundation university participated in this study. The observation data collected at three phases--the onset of the induction program at the beginning of the first year, on completion of the program at the end of the academic year and in the following academic year demonstrated that a comprehensive induction program might have a positive impact on the teaching practices of non-novice teachers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500124
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Gülçin+Coşgun%22">Gülçin Coşgun</searchLink><br /><searchLink fieldCode="AR" term="%22Derin+Atay%22">Derin Atay</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. 2026 51(1):123-141.
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: Since there is limited research exploring the impacts of induction on the teaching practices of newly recruited experienced teachers, in this paper, findings of a study whose purpose is to explore the impacts of a comprehensive induction model on non-novice teachers in regards to their teaching practices will be reported. 11 mentees involved in a mandatory comprehensive induction program at the English preparatory school in a Turkish foundation university participated in this study. The observation data collected at three phases--the onset of the induction program at the beginning of the first year, on completion of the program at the end of the academic year and in the following academic year demonstrated that a comprehensive induction program might have a positive impact on the teaching practices of non-novice teachers.
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      – Text: English
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        PageCount: 19
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Experienced Teachers
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: Faculty Development
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      – SubjectFull: Teacher Orientation
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Adjustment (to Environment)
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      – TitleFull: Induction for Non-Beginning Teachers: An Attempt to Connect Induction to Continuous Professional Development
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              Y: 2026
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