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Teacher Development
An international journal of teachers' professional development
Volume 13, 2009 - Issue 3
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Original Articles

Student–teacher relationships and teacher induction: Ben's story

Pages 205-217 | Received 09 Apr 2008, Accepted 31 Aug 2009, Published online: 25 Nov 2009
 

Abstract

This is the story of a beginning teacher, Ben. Ben was part of a mixed‐method, qualitative study directed at exploring the student–teacher relationship experiences of beginning teachers. Time, mentor relationships and student–teacher relationships were all found to play an important role in the willingness, longevity, and efficacy of beginning teachers, as exemplified in Ben's story. Following, and using the context of Ben's story, is a discussion of these themes. This article concludes with a number of recommendations for educational stakeholders to consider as they work to potentiate beginning teachers' induction experiences. This includes a recommendation to situate student–teacher relationships more centrally as they consider support mechanisms for these teachers.

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