"To Get to This Open Thing": Dialogue and Multimodalities in Teacher Induction

• In Event: 43.034 - Understanding Practices and Impacts of Teacher Induction Programs

Abstract

In this paper, we introduce DEPTH, the Dialogue and Emerging Practice of Teachers in the Humanities project, that involved 12 teachers at four different university sites—one each in the West, Midwest, South, and Northeast of the US across a span of two years. Our overarching question was: What happens when emerging teachers try to teach in dialogical ways in standardized schools? In this two-year project, teachers wrote at least one narrative a month focused on a wobble moment (Fecho, 2011) in their practices. In line with the conference theme, this paper considers how researchers through interdisciplinary, multi-modal inquiry can amplify the voices and lived experiences of novice teachers working in a scaffolded, collaborative environment to develop their craft.

Authors

• Trevor Thomas Stewart, Virginia Polytechnic Institute and State University

• Robert A. Fecho, Teachers College, Columbia University

• Dawan Coombs, Brigham Young University

• Todd S. Hawley, Kent State University