We examine teacher induction programs through a systematic review of existing international literature from 2012 to 2022. Three of the most comprehensive online databases for educational research (Education Research Complete, ERIC EBSCO, ScienceDirect) were considered for the search, which resulted in eight documents being retrieved and considered in the analysis. We also review teacher induction programs in six jurisdictions (Estonia, Finland, Hong Kong SAR, Japan, Singapore, South Korea) with consistently high-performing students on the PISA reading, mathematics, and science assessments over the past decade, summarize teacher induction best practices identified in prior international comparison studies, and compare these results with induction programs in jurisdictions with low-performing students on these same assessments. Finally, we summarize our results, discuss limitations in our findings, and identify ideas for further and future research. Copyright © 2023 Elsevier.

This paper discusses early-career academics' development at a university in Hong Kong. Reflecting the impact of local context, the paper explores cultural and structural influences that can impinge on teaching and learning strategies for new academics. Barriers such as student learning behaviour and publication pressure may discourage new academics from taking an active interest in ongoing professional development beyond the mandatory component. However, the effect of Chinese culture, which places a strong emphasis on 'face' and harmonious human relationships, and the existence of hidden ('ghost') rules can collectively add pitfalls that inhibit new academics' full engagement in their teaching roles. Local contextual capabilities are identified and implications for the design of professional development programmes for early-career academics are discussed.
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http://dx.doi.org/10.1080/1360144X.2011.596731]