Özet:

The present research aims to examine the views of probationary teachers during their experience in their first post of teaching within the induction and mentoring scheme in Turkey. This research is based on the questionnaire answers of 28 participants who have been appointed as an English as a foreign language teacher probationary teacher and the answers gained from the semi-structured interviews with 7 of them. The findings of the study revealed that a meaningful induction program provides as a great opportunity for the probationary teacher’s adjustment to the profession not only in terms of both teaching practice but also meeting the required national standard of teaching performance. Another important finding is that the teacher evaluation factor of the induction program seems to constitute certain insecurities for the probationary teacher. Overall, it is possible to claim that the potential benefits of a meaningful induction scheme and constructivist mentoring all have a vital role in the growth and development of the probationary teacher which in return leads to continuing professional development, effective teaching and the enhancement of student learning.