"They're Experienced People and We're Brand New Teachers": A Narrative Case Study of the Role Support Plays in the Professional Learning of Teacher Residents

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Diverse Considérations in Recruiting and Supporting Teachers

Abstract

Previous literature has examined teacher induction programs; however, the potential for induction activities to go beyond meeting the short-term needs of novices is unknown. This narrative case study describes the induction experiences of five second-year middle-grades STEM teachers prepared in an urban teacher residency program. Using Cochran-Smith and Lytle’s theories of teacher learning (1999; 2001), the research examines how induction supports facilitate pathways to teacher learning. Participants had variable access to induction supports allowing them to be users, co-creators, and generators of knowledge. While participants appreciated the latter and reported a positive impact on their practice and growth, the participants ultimately favored supports that were more prescriptive.

Author

• Danielle Sutherland, Michigan State University