The Strategy Of Induction For Novice Teachers In Elementary Education

With the advent of teacher education development, induction, like a bridge between pre-service education and in-service education, has been attracted more attention all over the world. It appears that the research on induction for novice teachers is worth. However, the existing study on the strategy of novice induction is so weak that need to be improved. Based on the empirical study and experiences drawn from induction of American, this research is focus on the strategy of induction for novice teachers in elementary education.This thesis is divided into five parts. The first part depicts the background, purpose, significance and method of this research, as well as the main definitions. The second part focused on the literature review including novice's problems, induction models, and effectiveness of the induction.Chapter three is an empirical study on novices of Guangzhou elementary education. By means of survey and interview, the weakness of existing induction was analyzed, such as the weak induction system, unscientific induction program, sole induction assessment, imperfect mentoring, and unsupportive induction.Chapter four depicts the experiences of American induction including the objectives, contents, forms, approaches. Some worth experiences include: rich induction contents, the broad approaches, the close relationship between university and school, the various kinds of assessment of novice.Chapter five studied on the strategy of induction, which is based on the conclusion of empirical study and the experiences of American induction. The strategies include: build the Induction system, design the continuous induction project, build the appropriate environments for induction, and build the mentoring system and the diversity of induction assessment.The conclusion focused on the main conclusion of the research, as well as the limitation and further research.