Reframing new teacher induction : Opportunities over deficiencies
Skytterstad, R., Antonsen, Y., Aspfors, J., & Heikkinen, H. (2025). Reframing new teacher induction : Opportunities over deficiencies. Teaching and Teacher Education, 155, Article 104910. https://doi.org/10.1016/j.tate.2024.104910
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Teaching and Teacher EducationDate
2025Copyright
© 2024 The Authors. Published by Elsevier Ltd.
Utilising qualitative interviews and the theory of practice architectures, the study identifies how current induction practices, often shaped by deficit views, can undervalue new teachers by highlighting their perceived inadequacies. Contrastingly, embracing an opportunity perspective recognises and builds on new teachers’ existing strengths and capabilities. This shift not only aids in teacher subjectification, but also positions them as co-producers of educational practices. The results suggest that reimagining new teacher induction to emphasise opportunities rather than deficiencies can better its practices and improve the attractiveness and reputation of the teaching profession.
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This work was supported by The Research Council of Norway under Grant 320273, Partnership for Sustainable Transition from Teacher Education to the Profession (STEP): Becoming a Professional Teacher.License
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