| Preface | p. xi |
| Introduction | p. 1 |
| Case studies within countries | p. 6 |
| Case-study methods | p. 8 |
| Book conventions and organization | p. 14 |
| Some opening thoughts | p. 19 |
| Entering a Culture of Teaching | p. 20 |
| Starting up: induction through the eyes of Teacher Li Mei | p. 20 |
| Exploring Shanghai as a system for teacher induction | p. 24 |
| Experiences that guide the beginner: induction as a varied process supporting core goals | p. 38 |
| Acquiring the wisdom of practice: learning with and through curriculum materials | p. 50 |
| Talk as a medium for induction: immersion in public conversation about and scrutiny of teaching | p. 58 |
| Multiple stakeholders supporting common goals: building variation into a system | p. 69 |
| Conclusion | p. 79 |
| Co-operation, Counseling and Reflective Practice | p. 83 |
| Supporting the first two years of teaching | p. 83 |
| The general study context | p. 91 |
| Teacher education | p. 93 |
| Who is a beginning teacher? The job market for teachers | p. 103 |
| Responsibilities of middle-school teachers | p. 105 |
| Swiss induction: individual and professional growth go together | p. 109 |
| The training of counselors and mentors: not just experienced teachers | p. 130 |
| Research and evaluation: making a system reflective | p. 133 |
| A summary of main induction features | p. 136 |
| Help in Every Direction | p. 141 |
| Introduction | p. 141 |
| The national context for local teacher induction | p. 146 |
| Expectations and resources for teaching the science curriculum | p. 160 |
| Diverse support providers: a repertoire of support activities | p. 168 |
| Enabling factors supporting induction within the culture of the educational system | p. 184 |
| A summary of New Zealand's main induction features | p. 186 |
| Being and Becoming a Mathematics Teacher | p. 194 |
| 'One foot in the classroom': a week in the life of a stagiaire teacher | p. 196 |
| A brief interlude on two key terms | p. 200 |
| Some observations about the system of national education in France | p. 203 |
| How to become a mathematics teacher | p. 213 |
| Settings and occasions for stagiaire learning | p. 218 |
| Some specific elements of the mathematics teaching terrain | p. 237 |
| Looking more generally | p. 244 |
| What is valued by the system | p. 258 |
| Guiding the New Teacher | p. 261 |
| Yoko Matsubara's first year | p. 261 |
| An overview of Japan's educational system | p. 265 |
| Pre-service teacher preparation in Japan | p. 267 |
| Becoming a teacher | p. 270 |
| Characteristics of today's beginning teacher induction training program | p. 275 |
| Program evaluation and the politics of induction | p. 293 |
| Concluding remarks | p. 295 |
| Making Sense of Induction | p. 296 |
| Why induction? | p. 299 |
| Whom does induction serve? Who is (or gets to be) a new teacher? | p. 314 |
| What is induction? What is the 'curriculum of induction'? | p. 318 |
| Who provides the needed knowledge and activities? Whose knowledge is it? Where does it reside? | p. 324 |
| Induction as complex systems: articulation and co-ordination | p. 327 |
| Some concluding thoughts | p. 331 |
| Appendices | |
| Notes on Data Collection | p. 337 |
| Swiss Induction Practices by Canton | p. 351 |
| The French Memoire Professionel | p. 357 |
| Notes by Chapter | p. 364 |
| Glossary of Terms | p. 376 |
| References | p. 386 |
| Book Contributors and Project Advisors | p. 395 |
| Index | p. 399 |
| Table of Contents provided by Rittenhouse. All Rights Reserved. |
