Inspiring, Supporting, and Propelling Urban Educators: Understanding the Effectiveness of a University-Based Induction Support Program

• In Event: Using Research to Inform Program Evaluation

Abstract

Covid-19 drastically altered the clinical teacher preparation experiences of individuals who graduated in 2020-2021. To provide support for graduates of our urban teacher education program, we developed and launched a university-led, virtual Induction Support Program (ISP) for these educators as they entered the profession. Our research is designed as a Participatory Action Research project (McIntyre, 2008) conducted by stakeholders involved in the ISP. Findings indicate the ISP impacted (a) learning and development by supporting these novice urban educators as they personalized the art of teaching within the constraints of the school or curriculum, (b) mentor and mentee professional identity by promoting a holistic view of self as teacher and reducing alienation, and (c) mentee criticality as they engage in agency.

Authors

• Candice Pettaway, Georgia State University
  Presenting Author

• Claudia Hagan, Georgia State University
  Presenting Author

• Tilifayea Griffin, Georgia State University
  Presenting Author

• Jocelyn Belden, Georgia State University
  Presenting Author

• Carla Lynn Tanguay, Georgia State University
  Non-Presenting Author

• Joyce E. Many, Georgia State University
  Non-Presenting Author

• Ruchi Bhatnagar, Georgia State University
  Non-Presenting Author