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New Teacher Induction: Supporting Dialogic Instruction
Tue, October 28, 8:00 to 9:15am, Penn Stater Conference Center, Floor: Second Level, 205Description
A new form of beginning teacher induction, which is housed in the university, is targeting middle and high school mathematics teachers specifically to help them improve their mathematics instruction. This manuscript reports a portion of the findings from a larger study that examines the impact of one university-based teacher induction program on beginning math teachers’ knowledge and implementation of dialogic mathematics pedagogy. Teacher’s visions of instruction, knowledge, and beliefs interacted with the actions promoted by the induction program. This interaction determined how beginning math teachers internalized and implemented dialogical practices, which occurred in four unique ways.