Call for Chapters: Examining the Teacher Induction Process in Contemporary Education Systems


Mustafa Öztürk, Hacettepe University, Ankara, Turkey
Paul Robert Hoard, Hacettepe University, Ankara, Turkey

Call for Chapters

Proposals Submission Deadline: May 15, 2017
Full Chapters Due: July 30, 2017
Submission Date: November 30, 2017


Every school teacher passes through an induction process in adapting to his/her teaching profession and remembers those early years sometimes as nerve-racking sometimes as pleasurable. All those experiences were conceptualized under the term 'induction,' which is defined as “a specific phase in the life-time of a teacher … with its unique challenges, requirements and needs” (Britton et al., 2003, 299), and with all those challenges, it contributes to teachers’ social, personal and professional development. Beginning teachers’ induction process has been researched and reported for the past three decades from a variety of aspects. Many researchers have drawn attention to the significance of early experiences in the profession, in particular to (a) address the needs and concerns of novice teachers, (b) discuss the issues of teacher attrition and teacher retention, or (c) provide solutions to common induction problems. One way or the other, they all underlined the fact that induction is the most strategic bridge between the stages of pre-service and in-service years in terms of teachers' professional development as well as the most effective means to reflect socio-cultural realities of a society. Therefore, focusing on novice teachers' early practices is crucial for the stakeholders not only within the field of education but also of the whole society.


Our publication will (1) address the construct of teacher induction through theoretical and empirical research; (2) provide in-depth conceptualization of being a novice teacher through micro-political realities of teaching in different geographical and cultural regions; and (3) present practical implications and models from various educational settings. Chapters will analyze the connection of teacher induction to other releveant topics such as teacher identity, teacher authority, teacher agency, teacher accountability, teacher retention, teacher attrition, teacher cognition, teacher belief, teacher thinking, teacher emotion, and so on.

Target Audience

• Early Career (New, Novice, Beginning) Teachers
• Mentor Teachers
• School Principals and Administrators
• Pre-service (Student) Teachers
• Teacher Educators
• Educational Researchers and Professionals
• Academicians
• Educational Policy Makers

Recommended Topics

• Adaptation Challenges of Novice Teachers
• Beginning Teachers and Urban Schools
• Beginning Teachers and Rural Schools
• Comprehensive Teacher Induction Programs
• Context-specific Teacher Induction
• Early Career Learning in Teaching
• Learning to Teach during Novice Years
• Mentoring and Tutoring for New Teachers
• Mentor-Mentee Interaction in Teaching Profession
• Models for Retaining New Teachers in the Profession
• New Teachers and Teacher Identity, Authority, or Agency
• New Teachers and Teacher Cognition
• NTIPs (New Teacher Induction Programs)
• NTSPs (Novice Teacher Support Programs)
• Politics and Principles on Teacher Induction
• Subject-specific (Field-specific) Teacher Induction
• Teacher Induction in Culturally, Ethnically, or Linguistically Diverse Settings
• Teacher Development Models for Early Career Teachers
• Teacher Induction and Issues of Attrition or Retention
• Teacher Induction and Culturally Responsive Teaching
• Teacher Induction and Reflective Teaching
• Teacher Induction and School Culture
• Teacher Socialization and Teacher Isolation
• Trends in New Teacher Research

Submission Procedure

Practitioners and researchers are invited to submit on or before May 15, 2017, a chapter proposal of 750 to 1,000 words clearly explaining the mission and concerns of the proposed chapter. Authors will be notified no later than May 30, 2017 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by July 30, 2017, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. There are no submission or acceptance fees for manuscripts submitted to this book publication. All manuscripts are accepted based on a double-blind peer review editorial process.  All proposals should be submitted through the E-Editorial DiscoveryTM online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2018.

Important Dates

May 15, 2017: Proposal Submission Deadline
May 30, 2017: Notification of Acceptance
July 30, 2017: Full Chapter Submission
September 30, 2017: Review Results Returned 
November 30, 2017: Final Chapter Submission


Mustafa Öztürk,,
Paul Robert Hoard,,