ABSTRACT
The structures through which new teachers enter the profession are changing as a result of government policy for initial teacher education (ITE), the induction of newly qualified teachers (NQTs) in their first teaching post and for the funding and management of schools. In this chapter I will focus on the post-ITE, induction phase of entry into the profession and, on the basis of interviews with educators with responsibility for new teachers, identify some of the major issues which have been generated by these policy changes. I will then argue that many of these issues can be understood as instances of the tensions and problems which have emerged in other sectors of the welfare state as a consequence of government attempts to introduce market principles into the provision of public services.
