The power of the ‘object’ to influence teacher induction outcomes

In this paper we explore newly qualified New Zealand secondary teachers’ varied accounts of induction. We claim that multiple interpretations of objectives for induction programs are a significant source of this variation. With reference to an activity system framework, we identify four primary objects of induction that were represented in the induction accounts as follows: ‘orientation to learning about the context’, ‘fitting into the school’, ‘completing registration requirements’, and ‘becoming a professional inquirer’. Whilst teachers would be expected to experience all of these objects within their induction experiences, the balance and emphases of these objects within programs varied considerably.

► The provision of effective induction support and guidance is challenging. ► Multiple interpretations the object of induction are a major source of variation. ► The balance and emphases of the objects of induction varied considerably. ► Multifaceted induction needs to ensure that the object of the program is shared.