When Context Has Content: A Case Study of New Teacher Induction in the University of Chicago's Urban Teacher Education Program

Karen Hammerness*, Kavita Kapadia Matsko

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

24 Scopus citations

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 languageEnglish (US)
Pages (from-to)557-584
Number of pages28
JournalUrban Education
Volume48
Issue number4
DOIs
StatePublished - Jul 1 2013

Keywords

  • context-specific teacher education
  • new teacher induction
  • teacher retention
  • urban teacher preparation

ASJC Scopus subject areas

  • Education
  • Urban Studies

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