Democratizing Evidence Through Community-Based Teacher Induction in High-Poverty Schools

• In Event: 35.069 - High-Quality Induction Programs: Possibilities and Challenges

Abstract

Community-Based Educational Programs (CBEP) informed by research are a successful strategy for improving students’ results, family involvement, and social cohesion. Whereas the role of family and community has been deeply studied in these programs, less is known about teacher induction and how teachers are supported in these community-based schools. This paper analyses the teacher induction in a high-poverty elementary school, serving 95% of students in free school meals and 92% with minority background outperforming in standardised tests. A-year longitudinal case study included observations and interviews with new arrived teachers, senior leadership team, family and community members. Results show a community-based teacher induction guided by a dialogic approach and the support of the families and community members.

Authors

• Rocio Garcia-Carrion, University of Deusto

• Nerea Gutierrez, University of Deusto

• Andrea Khalfaoui, University of Deusto

• Esther Roca Campos