In many countries there are high rates of attrition amongst newly qualified teachers. No matter how relevant and high quality their initial education, nothing can fully prepare a teacher for the first months of their career. Although induction (early career support) can both help beginning teachers face these challenges and reduce drop-out rates, it is still far from being universally available across Europe. In its "Teaching and Learning International Survey" (TALIS 2013) the OECD highlights the benefits of induction: job satisfaction and self-efficacy are higher and teachers are more likely to undertake professional development and, later on, to act as mentors for other teachers. Technology can make effective induction support more widely available at lower cost and increase its uptake. The INDUCAS pilot project was designed and implemented by European Schoolnet and partners in four pilot countries: France, Italy, Romania and Sweden. It addressed two principal questions (as set out in the European Commission's tender specifications): - How can beginning teachers be better supported through an online Community of Practice that facilitates dialogue between these individuals? - How could a similar online Community of Practice support a network of mentors that develop their practice within their own community, for the benefit of the beginning teachers in their care? Answers to these questions emerged through three strands of online activity: - An online professional development course for mentors (MOOC). - A platform supporting peer networks of beginning teachers, piloted in four countries (F, IT, RO, SE), with additional networking across the four countries. - A platform supporting peer networks of mentors, piloted in the same four target countries (F, IT, RO, SE), also with additional networking across the countries. Drawing on the findings of a literature review, the course and the eight online peer networks ('Communities of Practice') were designed, created, promoted and animated during the project.
