Attrition and turnover among early career teachers (ECTs) have garnered the attention of policymakers and educational leaders across Canada. However, due to provincial/territorial responsibility for education in Canada, teacher induction efforts to keep novice teachers in the profession depend on school system structures and policies specific to…

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers' retention. Using the results from a pan-Canadian "Teacher Induction Survey" (N = 1343), we compared ECTs' experiences with induction, mentorship and career development within their first five years.…

British Columbia's (BC) public education system has a critical teacher shortage. While initial recruitment is an important part of a workforce strategy, it is essential to ensure teachers have the working conditions, resources and support they need for a successful start and lasting career in public education. The first five years after initial…

New vocational education and training (VET) teachers in Quebec (Canada), as in other countries (e.g., France, the Netherlands, Norway, Sweden, Switzerland, the United States), face specific challenges and experience an atypical process of entry into the teaching profession. In addition to the known professional induction challenges, which requires…

The purpose of this grounded approach study is to provide answers to the research question 'what aspect(s) of schooling could newly qualified teachers contribute to, and why?' Via emails, 22 newly qualified teachers (NQTs) from 10 countries provided answers to the research question. The analysis of the data revealed that NQTs thought…

Early career teachers continue to flee the profession in many countries around the world. In a series of our own studies, we have attempted to better understand the intentions of early career teachers. In this paper, we build on themes that emerged in a 2015 study, published in Teaching Education, with 40 second- and third-year teachers, and…

This article is based on an extensive mixed-methods pan-Canadian study that examined the differential impact of teacher induction and mentorship programs on the retention of early career teachers (ECTs). It discusses the findings from the analysis of publicly available pan-Canadian documents detailing the mandated roles, duties, and…

The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach…

A wide range of ages in teachers exist in the field of education. New teachers from Generation Z is one specific category that has received little attention. Who are these new teachers? What experiences have they grown up with being from this generation? What might we learn about them that can help us offer better support, training, and guidance…

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early career teachers' retention. This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the…

This research revealed several themes that have an impact on six novice teacher participants as: understanding school culture and how they navigate the nuances within, what it means to be an effective teacher, access to mentors or mentorship programming, effective mentorship qualities, and school policies on mentorship. The literature supports the…

This article describes teacher education in jurisdictions around the world that have well-developed systems for teacher development. It examines teacher education policies and practices in Australia (with a focus on Victoria and New South Wales), Canada (with a focus on Alberta and Ontario), Finland and Singapore within the context of recruitment,…

This article aims to describe teacher induction (TI) with reference to two physical and health education (PHE) teachers based on three variables: 1) self-efficacy, 2) motivation and 3) satisfaction. Our case study relies on individual telephone interviews conducted during each teacher's first five years of teaching and allows for describing the…

The first years of teaching are challenging. Knowledge of the kind of support new teachers require is essential. Existing typologies date back from the 1980s and the early 2000s. The aim of this article is twofold: 1) to validate a typology of novice teachers' support needs using confirmatory factor analysis and 2) to compare these needs in…

This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the "Teacher Education Reciprocal Learning Program" between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of…