CONTINUING PROFESSIONAL DEVELOPMENT AS A SUPPORT FOR NOVICE TEACHERS
DOI:
https://doi.org/10.5281/zenodo.17230797Keywords:
Continuing Professional Development; Novice Teachers; Induction; Mentoring; Teacher Retention; Professional IdentityAbstract
Continuing Professional Development (CPD) represents a critical mechanism for supporting novice teachers as they navigate the complexities of their early careers. High attrition rates, the transition from teacher preparation to classroom practice, and the demand for enhanced professional identity all underscore the need for comprehensive CPD frameworks. This paper synthesizes key literature on CPD, induction, and mentoring to develop an integrated model that aligns structured support with professional empowerment for early-career teachers. The model integrates pre-induction, intensive induction, and gradual integration phases, thereby enabling novice teachers to enhance their knowledge, practice, and professional agency. Recommendations are provided for policy-makers, school leaders, and teacher educators to strengthen the sustainability and impact of CPD initiatives.
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