A decade of teacher induction processes in Latin America. Literature review (2012-2022)

Abstract

The beginning of teaching activity is an issue of vital importance in the professional development of teachers that conditions their future professional practice, as well as their possible continuity, and undoubtedly affects the correct development of teaching and learning processes within educational institutions. Over the years, this issue has made its way onto the Latin American educational agenda. We start from a complex conception of the concept of induction, given that it is not understood in the same way in different Latin American countries and, therefore, wherever it is addressed, it responds to different realities and adopts different forms. Based on this position, this research has focused on studying the processes of teacher induction in the non-university regulated education system in the context of the Latin American region through a review of the scientific literature, using the DialnetPlus database. This has allowed us to categorise the existing situation around four dimensions of analysis (treatment of the object of study; content; research approach and geographical area) in order to detect and establish the main trends and directions towards which teacher induction processes are moving in Latin America. The results show, among other things, that there is a growing concern for teacher induction processes in the region expressed by the central treatment of this issue in the scientific production, while at the same time most of the studies are committed to investigating teacher induction processes through those involved, opting for eminently qualitative studies and with an intranational perspective.