Griffin, G. (1985). Teacher induction: research issues. Journal of Teacher Education, 36(42). DOI:

10.1177/002248718503600110.

Although the article was published in 1985, 27 years ago, it is fascinating the correlations that

are still relevant in regards to teacher induction. The article reviewed multiple studies which have been

conducted within the realm of teacher induction, looking for themes between the studies and potential

correlations to be used to improve teacher induction programs. Several studies found that the impact

of schools and people in the schools are greater than those learned during pre-service programs. In

addition, a link was found between new teachers becoming effective and the type of professional they

were paired with. Through the research it was determined that new teachers can be influenced by the

teachers and administrators in the schools where they begin their careers while at the same time feeling

abandoned and helpless with teaching and its complexities.

The article included many other types of studies that would be beneficial to the field of

education. One question I found interesting was, “What impact do different types of school

environments have upon the induction experiences of different types of beginning teachers?” In my

search for a question this causes me to think a bit deeper about how to structure a question and a study

for my dissertation. Another question I found intriguing was, “To what degree can/do induction

programs promote or hinder reflection by the new teacher?” I wonder with this particular question how

it would be researched and data gathered.

It is apparent that teacher induction continues to be a somewhat nebulous endeavor which calls

for deeper study and research. Many issues visible in 1985 are still present today. Teacher induction is

not closely regulated and is vastly different from state to state, district to district, and even school to

school within a district. School climate and culture have a tremendous impact on teacher induction,

both formally and informally. Many questions still lie unanswered.