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

This study explored 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). Drawing on a European project, the study analysed qualitative data from interviews with nine stakeholders across diverse educational systems. The study aimed to better understand how ecosystems of actors and practices in new teacher induction can function effectively and discuss the barriers and tension points in improving new teacher support. Our thematic analysis was guided by an ‘ecologies of practice’ framework that we adapted to explore stakeholder experiences through 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 paper contributes to understanding induction as a collaborative and evolving process, providing insights for enhancing teacher support, retention, and professional development.