Necessary but non-existent: The paradox of teacher induction in Portugal

Abstract

The induction of beginning teachers has attracted a number of scholars as it is seen as the fundamental link between initial and in-service teacher education. In this paper I examine the Portuguese case as far as teacher induction is concerned, particularly in terms of policy and research. The paper ends with the discussion of key issues that need to be considered in future scenarios in which induction plays a pivotal role in the professional development of teachers. Issues of who, what and for which purposes are explored as well as the role of policy makers, teacher education institutions and schools. Implications for the design of induction programmes are discussed.