This study focuses on John Dewey’s critical interpretation of the Herbartians’ theory of formal steps of the teaching process. It reveals the content of Dewey’s critical interpretation of the formal steps during his time at the University of Chicago and its significance in the formation of his educational theory.

The results of this study can be summarized as follows. First, his critical interpretation in the "Method of the Recitation" can be reconstructed as the theory of teaching process. In preparation and presentation, it is intended that the teacher present new conditions so that children are conscious of the problem and can recall their pre-existing experiences with the problem. The background was Dewey’s argument, which emphasized combining preparation and presentation by shifting the implication of apperception. Generalization meant using images and ideas for the problem and conceptualizing the important ones as standard. The implication of application was embedded in its interpretation of generalization, which meant conceptualization with images and ideas. Comparison and contrast implied detecting similarities and differences between new cases and cases in the pre-existing experience and understanding the characteristics of each condition to find the image or concept that serve as a standard in generalization, increasing the probability of the concept. Furthermore, Dewey’s theory of the teaching process was closely connected with his theory of curriculum.

Next, through a comparative examination of Dewey’s critical interpretation of the formal steps in "Method of the Recitation" and in the first edition of How We Think published in 1910, the following became clear. Dewey’s critical interpretation of the formal steps in the first edition of How We Think developed his interpretation in "Method of the Recitation" in many ways. The newly presented points included, （1） developing a unique theory of the teaching process based on the analysis of the thinking process in a reflective experience; （2） considering the formal steps as points that should be covered by the teacher in preparing to conduct a recitation; and （3） demanding a child become conscious of the problem and clarifying it in preparation and presentation. Meanwhile, the point fading into the background was the connection between Dewey’s theory of the teaching process and his theory of curriculum. In conclusion, Dewey’s critical interpretation of the formal steps during his time at the University of Chicago is important in the formation process of his educational theory because its interpretation was the basis for the discussion in the first edition of How We Think. A close connection between Dewey’s theory of the teaching process and his theory of curriculum was found in its interpretation.

The finding of this study can be summarized as follows. First, while salary is an important factor in new teacher turnover (career change, transfer), the conditions of the employment environment (including facilities and equipment) cannot be overlooked in terms of cost- effectiveness (benefit), especially in the case of educationally challenged schools (high rates of minorities, poor families, and low-achieving students). Mismanagement by the principal was also a problem, They should play a supportive role in promoting a stable and orderly school environment and not fail to provide opportunities for professional growth, room for discretion in job performance, and a willingness to encourage and reward teachers and staff.

Next, while mentoring is a core feature of induction, a comprehensive approach includes seminar participation, collaborative leaning, opportunities for communication with administration, measures to reduce school duties, and teacher support staffing. The core mentoring component can be viewed in terms of nine functions along two dimensions (career development support and psychosocial support), but the key point is that these functions demonstrate a synergistic effect. Particularly in the case of new teacher mentoring, the psychological and social support functions of "role modeling," "counseling," and "acceptance and approval" are mutually interrelated , even as the career development support function of "coaching" (dialogue and collaboration) remains central.

Furthermore, in terms of strategy for effective implementation of mentoring programs, the implementation process is an important perspective. This includes mentor selection and training opportunities, mentor-mentee matching strategies, mindset to prevent dysfunction and peripheral relationships, mentoring design for continues professional growth (e.g., Connecticut’s reflection-based cyclical TEAM module), and restructuring through perspective evaluation of mentoring programs. Looking at the effectiveness of induction mentoring, while there are inherent individual limitations in the many previous research studies, it appears to be effective in terms of new teacher retention, instructional leadership, classroom management, and student achievement.