Beginning Teachers Induction, Requirements and Challenges

Objective: The present study is to investigate the requirements and challenges facing Beginning teachers in Iran.
Research Method: The method of this research is qualitative and consists of two types of qualitative content analysis and interview.
Sampling method: The sampling method of the content analysis section was criterion sampling and in the interview was Intensity sampling.
Method of data collection and analysis: Data in the content analysis section was from documents of Organization for Economic Co-operation and Development (OECD), European Training Data Center, scientific articles and related books and in the interview section was from of 24 managers and professors Teacher training center of Khuzestan province, primary and secondary school experts of the regions and school principals of Khuzestan province, educational departments and Beginning teachers that have been first and second year.
findings: The results showed that a support program is essential for new teachers and can play an important role in their professional development. For elementary teachers, the support of an experienced colleague, preferably at the same level, and for secondary teachers, except for colleagues in the same field, department heads, and educational administrators and deputies can act as mentors and advisors.
Recommendation or suggestion: Due to the implementation of the Beginning teachers support program (induction) in most leading countries - at least a half years - it is suggested that this program be implemented effectively to empower these teachers, given the context and facilities of our country.