Global Methods of Formal Induction for New Teachers in their Initial Service

The teachers’ qualification has become more important today compared to the past; however, there are still doubts to be considered whether new teachers graduating from teacher training universities are well-prepared to face the challenges in their initial years of teaching. The main purpose of this paper is to identify the methods of formal induction for new teachers worldwide. In this study, the technique of thematic analysis (Attride-Stirling) was used to analyze the themes of English papers on the Induction (initial period of service) published from 2010 to 2020, and selected from three data-bases by using a systematic text review model. After using the MAXQDA software, the data were analyzed into three themes including in the form of three comprehensive themes, fourteen organizing themes, and fifty-eight basic themes. The results showed that the formal induction for new teachers includes three components of "organizational (administrative) support", "mentoring," and "school-based support" during the initial period of service that complement each other. The formal induction have made teachers more resilient and efficient. Accordingly, it is suggested that Iranian Education Ministry takes actions and apply this global experiences to developing and implementing a local curriculum of Induction for the initial period of teacher service.