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Beginning teachers' induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers' experiences and the perceptions of their induction into the teaching profession and the support they received. A key finding was that many beginning teachers entered the profession through casual or contract positions. Although the beginning teachersdoi:10.14221/ajte.2014v40n3.10 fatcat:vrfgbry5snbxtakjfvbs2lit6a