The first few years of a novice teacher’s career are important, and they are usually provided with formalized induction programs to help them develop and grow as teachers. A new meta-analysis published in the Educational Research Review studied the effects of novice teacher induction programs, in order to better understand how formalized induction programs impact in-service teachers and their students.
In order to meet the criteria for inclusion, studies had to: (1) examine formalized induction and/or mentoring of novice teachers in PK-12 school settings; (2) use experimental, quasi-experimental, or correlational research designs; (3) include enough statistical information to allow for the calculation of effect sizes; (4) be published between 2010 and 2019; (5) be written in English.
