Bridging Teacher Preparation and Induction: Building New Teacher Capacity Within Critical Inquiry Communities

• In Event: Residency and Induction Programs in Diverse Communities and Contexts

Abstract

This mixed-method study investigated the influences of a university constructed induction program designed to engage new teachers in inquiry communities in order to foster a critical stance toward teaching. New teachers developed a unit of study and analyzed their impact on student learning. Collaborative reflection on results led to the development of evidence-based goals for filling opportunity gaps and improving practice. Data Sources included: classroom observations, student learning outcomes, new teacher and principal surveys, student perception surveys, and focus group interviews. Findings indicate teachers built on a strong foundation to improve practice across the induction workshops. Second, formative analysis of data informed teacher development. Last, teachers recognized the role focused inquiry plays in providing more equitable practices for p-12 learners.

Authors

• Sherry Dismuke, Boise State University

• Jennifer L. Snow, Boise State University