| Induction programs have become increasingly popular and necessary as school districts attempt to meet the needs of the millions of beginning teachers they must hire. Though originally designed to curb the attrition of novices, attention is now focusing on how these programs may affect student achievement and teacher development. While the components of such programs vary, one constant is the provision of an experienced colleague as a mentor. University professors, though involved in beginning teacher preparation, are rarely included in their ongoing support once they leave the institution. The present study attempts to discover a theoretical rationale for the involvement of university faculty in the support of beginning teachers. By analyzing documentary data, data from online interactions, and survey responses from beginning teachers, university faculty and mentor colleagues, such a theoretical framework was developed. |
