Reimagining Teacher Induction Systems to Support Inquiry and Cultivate Understanding

• In Event: Teacher Induction and Retention for and From Diverse Communities and Contexts

Abstract

Over the last two decades myriad social and cultural factors have created dissonance between the various educational stake holders and maligned teachers in the process. Drawing on data from a study of a teacher induction program designed to help novice teachers respond the challenges they encountered, the authors consider ways to re-imagine teacher induction and make it a site of critical inquiry, engagement, dialogue with dissonance as a source of growth. Focusing on the growing schism between teachers and parents of students, this paper session is designed to generate discussion about how to better support novice teachers in constructing collaborative, dialogic relationships with parents/family members of students.

Authors

• Timothy Jansky, Eastern Kentucky University

• Trevor Thomas Stewart, Virginia Polytechnic Institute and State University