This paper introduces a framework for providing beginning teachers with induction and mentoring support. The policy being put into practice in Hong Kong is adopted as a vehicle for facilitating beginning teachers’ first year teaching and learning in a school specific context so as to ensure their smooth transition to classroom teachers and that they can develop ‘threshold’ competencies upon completion of a one year induction period. Copyright © 2012 International Proceedings of Economics Development and Research.
|Journal||International Proceedings of Economics Development and Research|
|Publication status||Published - 2012|
CitationNg, S. W. (2012). A framework for mentoring beginning teachers in Hong Kong. International Proceedings of Economics Development and Research, 47, 115-119.
- Beginning teachers
- Teacher development