Early Career STEM Teachers Grappling with Induction and Social Justice Pedagogy During the COVID-19 Pandemic

• In Event: Navigating Complex Systems & Structural Constraints: The Importance of Teacher Field Placements

Abstract

Research shows that early career teachers perceive their induction years as challenging and disconnected from their teacher education programs. As such, support during the induction years is pivotal given the high teacher attrition rate between years three to five. Teacher turnover in schools that have a large population of students of color and low-income students is particularly high, which ultimately has implications on student learning and their relationships to schooling. Focusing on the narratives of early-career STEM teachers, who began their careers right before or during the pandemic, this study argues that the field is underprepared to support teachers who did not get the traditional teaching field placement due to the pandemic. Researchers posit that teacher preparation programs must reassess the core curriculum to account for preparing teachers to navigate complex systems, such as mental health awareness, policy and politics (particularly neoliberal policies), and more.

Authors

• Liliana Castrellon, Duquesne University

• Shondricka Burrell, Duquesne University

• Amy Olson, Duquesne University

• Rachel Ayieko, Duquesne University