Source: Teaching and Teacher Education, Volume 25, Issue 2, February 2009. P. 278-284
New teachers are often required to go through an induction program in order to become fully certified. Induction programs are varied and the overall picture regarding their implementation is uneven.
This article addresses the gap between program policy and implementation regarding various aspects of the Israeli teacher induction program.
Data obtained from program documents, interviews, questionnaires, and observation in a large-scale formative evaluation.
The findings revealed discrepancies between intentions and implementation regarding all program components. Implementation difficulties are discussed mainly in relation to obstacles inherent in the education system.