Reframing new teacher induction: Opportunities over deficiencies

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.