|Published online: May 12, 2017||$US5.00|
Our internationally focused, systematic review of research literature explored a variety of contextual factors that affect experiences of beginning teachers and how these factors are addressed in the programs of support for new and beginning teachers. The transition and socialization processes that accompany early-career teachers, as well as efforts focused on acculturation to school contexts and the profession, are commonly noted in the literature and provide insights for those who support novice teachers. In this article, we report our findings that focus specifically on the cultural contextual factors. We view the cultural context as the eclectic environment wherein these early-career teachers learn to organize their thoughts, emotions, and behaviours, based on shared norms, beliefs, values, customs, and traditions that are common to a group of people. Upon the initial review of the literature on teacher attrition, retention, induction, and mentorship, we discuss the overarching themes that we found from our exploration of the cultural factors affecting beginning teachers, the aspects of induction and mentoring programs that were designed to address these factors, and we offer conclusions and research implications.
|Keywords:||Cultural Context, Beginning Teachers, Induction and Mentoring Programs|
The International Journal of Educational Organization and Leadership, Volume 24, Issue 2, pp.1-18. Article: Print (Spiral Bound). Published online: May 12, 2017 (Article: Electronic (PDF File; 522.988KB)).
Assistant Professor, Faculty of Education, Queen's University, Kingston, Ontario, Canada
Professor Keith Walker, College of Education and Johnson-Shoyama School of Public Policy, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
Assistant Adjunct Professor, Faculty of Education, Queen's University, Kingston, Ontario, Canada