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Abstract
This research project examined the present context of raising standards in education through improving the quality of teaching. It was concerned with the continuous professional development of newly qualified teachers during their first year in teaching. The aim of this study was to evaluate the effectiveness of the new statutory induction programme in its implementation in schools as from September 1999 and report the findings from the perspective of 10 newly qualified teachers and their induction tutors. It sought to identify patterns transcending individual settings, as well as common structural and social factors influencing the professional and personal development of newly qualified teachers.