Abstract
This article presents an integrative summary of conceptions, policies and practices of teacher induction during teachers’ early career stage, based on a systematic literature review. The purposes for this review were: to analyze the teacher induction trends featured in international research; to discuss the correspondence, integration and independence relations between mentorship and induction; to understand the place of teacher induction programs and policies within the reviewed research; and, finally, to systematize the production of knowledge about the subject with regard to prevailing theory and methodological approaches.
TEACHER EDUCATION; TEACHER INDUCTION; PROFESSIONAL DEVELOPMENT; LITERATURE REVIEW