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Pedagogical oversights: age and experience in New Zealand's teacher induction

This article is part of a larger study that is the first to blend qualitative and quantitative methodologies in examining induction programmes in New Zealand primary schools in low‐socioeconomic areas. New Zealand induction is nationally funded, but schools are self‐managing, so schools create their own support programmes. This research interprets data from a beginning teacher survey to examine school‐level variation within the semi‐structured national guidelines for induction programmes. After discussing survey design and distribution, pedagogical practices reported in New Zealand induction are reviewed. Interesting patterns surfaced regarding mid‐year entrants and older beginning teachers in their second year of induction. Results of factor and cluster analyses performed on the induction‐related items are reviewed, particularly in light of age and experience. Lastly, the article concludes with a discussion of findings, international implications, and suggestions for future research.