Date of Award


Degree Type


Degree Name

Master of Education




Dr. Farahnaz Faez


New teacher induction programs have become prevalent in many educational settings as a means of providing new teachers with support during their beginning years of teaching. The findings of this study increase the knowledge of the New Teacher Induction Program (NTIP) launched by the Ontario Ministry of Education in 2006. In this case study, the researcher explored the efficacy of this program to novice French as a Second Language (FSL) teachers. This included examining the availability of suitable mentors, the new teachers’ relationships with their mentor, the relevancy and usefulness of the professional development sessions, the challenges they encountered and the support they received as beginning FSL teachers. The findings revealed several themes which indicate that the NTIP falls short in meeting the needs of FSL teachers. Several recommendations to improve the overall induction process for novice second language (L2) teachers were made as a result of this research.



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