Skip to main content
padlock icon - secure page this page is secure

Open Access Challenges for principled induction and mentoring of new teachers: Lessons from New Zealand and Wales

Download Article:
(PDF 142.9 kb)
Findings from the Langdon Induction and Mentoring Survey conducted in schools employing newly qualified teachers (NQTs) in New Zealand and Wales suggest that schools should not be left to determine how they 'do' induction within national policy frameworks. The survey explored responses from key stakeholders who constitute the experiences of new teachers: head teachers, mentors, members of teaching staff and the NQTs themselves. Results suggest that conditions in schools, particularly the effects of leadership, are prime factors influencing the realization of national policy aimed at supporting NQTs. Questions are raised about how principled induction and mentoring can be achieved at scale in the context of variable, powerful school cultures. A disconnection from induction and mentoring by the majority of school staff, including leaders, is identified as a serious obstacle to be addressed.

13 References.

No Supplementary Data.
No Article Media
No Metrics


Document Type: Research Article

Publication date: July 1, 2019

More about this publication?
  • Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.

    Drawing on these strengths, LRE is a wide-ranging and engaging journal that features rigorous analysis and significant research across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field. The highest quality of reporting and presentation are ensured through an independent, anonymised peer-review process. As an entirely web-based open access journal, LRE has been able to offer innovative features and formats including: epistolary conversation; colour photos and illustrations; illustrative video clips.

    LRE welcomes relevant articles and book reviews. Please email them to [email protected]

    Calls for papers
    Please see publication homepage for deadlines and how to submit articles on these and other subjects.
  • Editorial Board
  • Information for Authors
  • Submit a Paper
  • Ingenta Connect is not responsible for the content or availability of external websites
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more