The Induction Tutor: Mentor, manager or both?

Abstract

New arrangements for the induction of new teachers into the profession were introduced in England in 1999. Induction tutors and newly qualified teachers were interviewed to ascertain their perceptions of the effectiveness of the statutory arrangements. Findings suggest that, while the changes are viewed positively, there are significant differences in the perceived purposes of the new arrangements and in their translation into practice. We conclude that if induction tutors are to fulfil their function as mentor, facilitator and manager, their training and development needs should receive as much attention as those of the newly qualified teachers.