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, defined as a structured approach to supporting early career teachers (ECTs) in their first year. We understand induction as an ecosystem of actors and practices and offer a new lens to better understand the interdependence amongst stakeholders and their supportive roles. Our thematic analysis of stakeholder interviews is guided by an ‘ecologies of practice’ framework that we adapted to explore stakeholder experiences and tension points through three interconnected dimensions: networks, community interdependence and cycles of growth. The 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 affirms the dynamic and interdependent nature of induction ecosystems, offering a systemic perspective on how local adaptation, connectivity and resources may influence the effectiveness of new teacher support and with important consequences for the future of the profession.