Coşgun, GülçinAtay, D.2023-05-152023-05-152021978-1-79987-580-2http://hdl.handle.net/10679/8260https://doi.org/10.4018/978-1-7998-4246-0.ch009Since induction programs are generally implemented for beginning teachers, those designed in response to experienced teachers' pedagogical needs are rare, and their impacts on these teachers are not so widely researched. This chapter reports the process of a one-year comprehensive induction program that is designed for 11 experienced teachers who are newly hired at the English preparation program of a highly competitive English medium university in Turkey and its impacts on the emotions of the participants. The study encompassed the concurrent embedded strategy of mixed methods approach. Data were collected through semi-structured interviews and the positive and negative affect schedule (PANAS-SF). The present study has supported multiple aspects of previous data regarding induction programs for beginning teachers and provided valuable findings supporting the benefits that comprehensive induction programs that provide coaching and mentoring can bring for experienced EFL teachers when they start working in a new institution.engrestrictedAccessbookPart18120700085039660001010.4018/978-1-7998-4246-0.ch0092-s2.0-85128064956