Coming to the Table Through Narrative Inquiry: Inductions and Transitions

• In Event: Roundtable Session 52
  In Roundtable Session: Living Research and Teaching Narratives

Abstract

This paper explores the experiences of two early-career professors and eight doctoral students (all former K-12 classroom teachers) engaging in a Narrative Inquiry with ten preservice teachers beginning an innovative three-year teacher induction program in an urban school district in the southeastern United States. As former teachers preparing to come alongside people in the process of becoming teachers, we have become awake to the tensions, disconnects and bumping places in our own unfolding stories of having left classrooms to become educational researchers. Looking across our and our participants’ stories, we will draw attention to how induction experiences shape who we can be and what counts as knowledge in both K-12 classrooms and research universities.

Authors

• Matthew Bryant

• Susan Ophelia Cannon, Georgia State University

• Maima Chea, Georgia State University

• Stephanie Behm Cross, Georgia State University

• Martha K. Donovan, Georgia State University

• C. Aiden Downey, Emory University

• Jessica James Hale, Georgia State University

• Clarice Thomas, Georgia State University

• Morgin Jones Williams, Georgia State University

• Susan Belmonte, Georgia Institute of Technology