When intentions and reality clash: Inherent implementation difficulties of an induction program for new teachers

Barbara Fresko, Fadia Nasser-Abu Alhija

Research output: Contribution to journalArticlepeer-review

Abstract

New teachers are often required to go through an induction program in order to become fully certified. Induction programs are varied and the overall picture regarding their implementation is uneven. The present paper addresses the gap between program policy and implementation regarding various aspects of the Israeli teacher induction program. Data obtained from program documents, interviews, questionnaires, and observation in a large-scale formative evaluation revealed discrepancies between intentions and implementation regarding all program components. Implementation difficulties are discussed mainly in relation to obstacles inherent in the education system.

Original languageEnglish
Pages (from-to)278-284
Number of pages7
JournalTeaching and Teacher Education
Volume25
Issue number2
DOIs
StatePublished - Feb 2009

Keywords

  • Large-scale reform
  • Program evaluation
  • Teacher evaluation
  • Teacher induction

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