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ERIC Number: EJ1014235
Record Type: Journal
Publication Date: 2013-Jul
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0042-0859
When Context Has Content: A Case Study of New Teacher Induction in the University of Chicago's Urban Teacher Education Program
Hammerness, Karen; Matsko, Kavita Kapadia
Urban Education, v48 n4 p557-584 Jul 2013
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. (Contains 1 figure and 1 note.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois
Grant or Contract Numbers: N/A