Care as an Approach to Supporting Students From Preservice to Induction Years

• In Event: 54.078 - Using Self-Study to Navigate School/University Partnerships

Abstract

As part of a larger project looking at characteristics of our STEM Secondary Teacher Preparation program and their influence on graduates’ success in the field, this paper discusses the important role of cross-curricular faculty in the supporting of students both during their undergraduate preservice teacher training and during their induction years as practicing high school mathematics teachers. We use care theory and narrative inquiry to describe our role as “carers” in effort to support our non-traditional students.

Authors

• Judith Quander, University of Houston-Downtown

• Jacqueline J. Sack, University of Houston - Downtown