A1 Journal article (refereed)
Reframing new teacher induction : Opportunities over deficiencies (2025)


Skytterstad, R., Antonsen, Y., Aspfors, J., & Heikkinen, H. (2025). Reframing new teacher induction : Opportunities over deficiencies. Teaching and Teacher Education, 155, Article 104910. https://doi.org/10.1016/j.tate.2024.104910


JYU authors or editors


Publication details

All authors or editorsSkytterstad, Remi; Antonsen, Yngve; Aspfors, Jessica; Heikkinen, Hannu, L.T.

Journal or seriesTeaching and Teacher Education

ISSN0742-051X

eISSN1879-2480

Publication year2025

Publication date01/01/2025

Volume155

Article number104910

PublisherElsevier

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.1016/j.tate.2024.104910

Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/99501


Abstract

Utilising qualitative interviews and the theory of practice architectures, the study identifies how current induction practices, often shaped by deficit views, can undervalue new teachers by highlighting their perceived inadequacies. Contrastingly, embracing an opportunity perspective recognises and builds on new teachers’ existing strengths and capabilities. This shift not only aids in teacher subjectification, but also positions them as co-producers of educational practices. The results suggest that reimagining new teacher induction to emphasise opportunities rather than deficiencies can better its practices and improve the attractiveness and reputation of the teaching profession.


Keywordsteachersteacher trainingprofessional developmentteacherhood

Free keywordsnew teachers; induction; non-deficit; subjectification; natality; theory of practice architectures


Contributing organizations


Related projects


Ministry reportingYes

VIRTA submission year2025

Preliminary JUFO rating3


Last updated on 2025-18-02 at 10:58