Induction for Non-Beginning Teachers: An Attempt to Connect Induction to Continuous Professional Development

Since there is limited research exploring the impacts of induction on the teaching practices of newly recruited experienced teachers, in this paper, findings of a study whose purpose is to explore the impacts of a comprehensive induction model on non-novice teachers in regards to their teaching practices will be reported. 11 mentees involved in a mandatory comprehensive induction program at the English preparatory school in a Turkish foundation university participated in this study. The observation data collected at three phases- the onset of the induction program at the beginning of the first year, on completion of the program at the end of the academic year and in the following academic year demonstrated that a comprehensive induction program might have a positive impact on the teaching practices of non-novice teachers.