Reimagining Induction: Co-Teaching and Collaborative Action Research as Signature Pedagogies for Professional Relationships and Learning

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Mentoring, Induction, Novice Teacher Support, and Mental Health

Abstract

This study explores co-teaching, combined with collaborative action research (CAR), as a pedagogy to support the induction of newly qualified teachers (NQTs) under Ireland's revised Droichead model for induction (Teaching Council, 2017). Conducted across a diverse range of school contexts, the research examines how co-teaching fosters professional relationships and promotes reflective practice and teacher self-efficacy. Findings suggest that co-teaching with CAR constitutes a signature pedagogy for induction by supporting shared responsibility, mutual learning, and professional growth. This paper proposes a three-phase model of professional relationship development and argues that such pedagogical approaches not only benefit NQTs but also enhance the continuing professional development of experienced teachers. The study has implications for rethinking induction practices globally.

Author

• Ciara Uí Chonduibh, Scoil Naomh Fiach