Teacher induction as an ecosystem of practices: developing a new lens to understand the interrelated work of stakeholders

This study explores the concept of teacher induction as an ecosystem of practices, offering a novel lens to understand the interdependence among stakeholders and their roles in supporting early career teachers (ECTs). As part of TeacherEd, a European project on new teacher induction, researchers analysed qualitative data from interviews with nine stakeholders across diverse educational systems. Thematic content analysis framed findings into three interconnected dimensions: networks, community interdependence, and cycles of growth. Results highlight key enablers, such as mentoring, peer collaboration, and adaptable institutional support, alongside barriers like resource constraints, disjointed policies, and uneven stakeholder engagement. The study highlights the dynamic and interdependent nature of induction ecosystems, offering a systemic perspective on how local adaptation, connectivity, and resources influence effectiveness. This research contributes to understanding induction as a collaborative and evolving process, providing insights for enhancing teacher support, retention, and professional development.