Induction seminars as professional learning communities for beginning teachers

Barbara Fresko, F. Nasser-Abu Alhija

Research output: Contribution to journalArticlepeer-review


This paper explores the operation and contribution of induction seminars operated as learning communities for new teachers. Mixed methods were used: 378 new teachers and 29 seminar leaders completed questionnaires, 16 new teachers and 14 seminar leaders were interviewed, and 20 seminar meetings were observed. Findings showed that seminar discussions focused primarily on coping with discipline problems, building self-confidence, and developing a professional identity. The main contribution of the seminars was emotional support provided in a non-threatening environment. Findings imply that seminars can be a significant supplement to in-school mentoring for the professional development and adjustment of new teachers.

Original languageEnglish
Pages (from-to)36-48
Number of pages13
JournalAsia-Pacific Journal of Teacher Education
Issue number1
StatePublished - 1 Jan 2015


  • learning communities
  • new teachers
  • reflective seminars
  • teacher induction


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