Abstract
Reviews of research evaluating the impact of beginning teacher induction suggest that the mixed results may be due to the fact that the programs do not fully address school context. We examine how one induction program for urban teachers explicitly addresses teachers' specific schools and students to illustrate how context becomes the content for teachers' learning and work. We argue that the program's "context-specific" supports may ease transition into the challenging role of urban teacher. In turn, this case suggests ways of addressing features of context that may help new teachers better understand and maintain a commitment to urban teaching.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 557-584 |
| Number of pages | 28 |
| Journal | Urban Education |
| Volume | 48 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jul 2013 |
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported in this paper has been part of the Choosing to Teach Study, which was supported by a grant from the Mandel Center for Studies in Jewish Education at Brandeis University.
Keywords
- context-specific teacher education
- new teacher induction
- teacher retention
- urban teacher preparation
ASJC Scopus subject areas
- Education
- Urban Studies