Over the past decade, there has been growing recognition in Latin America of the importance of teacher induction programs. This is according to Dr. Denise Vaillant—academic secretary of the Institute of Education at Universidad ORT Uruguayand Dr. Carlos Marcelo—a member of the Academic Committee for the Doctorate in Education.
However, in the article “Induction Policies and Programs for Teachers in Latin America,” the authors point out that, in the region, “very few countries—apart from the English-speaking Caribbean nations—have formal induction programs for teachers who are new to the profession.”
“In some countries, the induction period is mandatory; in others, it is voluntary; and in still others, it is simply not offered as a training option for beginning teachers,” they explain.
According to him, implementation requires commitment from all stakeholders, as well as robust and decentralized structures: “It is not enough to rely on schools’ informal mentoring capabilities. Teachers need professional development opportunities both inside and outside the school—opportunities for observation, feedback, reflection, and collaboration with experienced teachers, but also with those who are new to the profession.”
About the article
“Induction Policies and Programs for Teachers in Latin America” is based on research conducted by the authors in 2015.
First, they identified Latin American teacher induction programs. Next, they conducted interviews with key informants and reviewed the relevant literature.
Despite the differences, the goal was “to identify certain trends that would allow for a comparative analysis of the region.”
The article appears involume 47, issue 166 (October–December 2017) of Cadernos de Pesquisa.