Mentoring beginning teachers. Analysis and results of an induction program




beginning teachers, beginning teacher induction, mentors, program evaluation


The induction of beginner teachers into teaching has been a theme present in educational research for decades. To help beginner teachers overcome their problems and learn the language of practice, education systems have established what has been called teaching induction programs. Education systems in Latin America have incorporated teaching induction later than the rest of the more developed countries. In this article we present the development and results of an induction program that is being developed at the national level in the Dominican Republic. The article presents the results based on the satisfaction levels of teachers, escorts and school principals and analyses, using a variety of instruments, some learning outcomes of beginner teachers. The results show high satisfaction of the participants with the program and a significant improvement of the beginner teachers at the end of the program. It also highlights some aspects of improvement needed to implement for its sustainability.


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Author Biographies

Carlos Marcelo, Universidad de Sevilla

Didáctica y Organización Educativa

María Altagracia López Ferreira, Instituto Tecnológico de Santo Domingo (INTEC)

Maria Altagracia López Ferreiras es consultora, investigadora y docente del Instituto Tecnológico de Santo Domingo (INTEC).  Actualmente es Directora del Centro de Innovación en Educación Superior (CINNES-INTEC). Formación inicial en Matemática, posee una Licenciatura en Matemática Pura y otra en Educación mención Matemática de la Universidad Nacional Pedro Henríquez Ureña.  Cuenta con el grado de Master en Administración y Planificación de la Educación Superior del  INTEC y de Doctorado en Educación de Nova Southeastern University (NSU).



How to Cite

Marcelo, C., & López Ferreira, M. A. (2020). Mentoring beginning teachers. Analysis and results of an induction program. Education Policy Analysis Archives, 28, 108.