New Teacher Needs and Induction Supports: Is There Space for Graduate Coursework? (Poster 49)

• In Event: Saturday Poster Session 3:05 pm
  In Poster Session: Research on Teacher Induction Poster Session

Abstract

As part of a larger investigation into how to redesign an advanced master’s degree program for early-career practicing teachers, this paper presents perspectives of first year teachers, mentor teachers, and teachers who pursued graduate study during their first years. While it is well-known that the induction period for teachers is an important time for socialization into the profession, it is also well established that induction supports are widely variable. We interviewed educators to understand how in our current contexts they view early career experiences, supports, and needs. Findings support current literature in mentoring support, and also raise important possibilities for how graduate coursework can aid self-understanding, critical reflection, and identity development for new teachers.

Authors

• Stephanie L. Dodman, George Mason University

• Nancy M. Holincheck, George Mason University

• Sophia Wells-Williams, George Mason University