NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1060824
Record Type: Journal
Publication Date: 2015-May
Pages: 12
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-2324-805X
Exploring Teacher Induction: Collaborative Self-Studies across Institutions
Smith, Déirdre; Engemann, Joe
Journal of Education and Training Studies, v3 n3 p156-167 May 2015
Educators from eight institutions engaged in collaborative self-studies of their own practices to gain deeper insight into the significance of narrative-based writing supporting the process of teacher induction. A series of teacher induction institutes based on narrative writing processes provided the context for critical exploration of the lived experiences of both beginning and mentor teachers. These institutes were key components of a tri-level teacher induction partnership between a provincial organization, a faculty of education and six district school boards. The significance of this multi-tiered teacher induction project for initial teacher induction, teacher education and for collaborative self-studies across institutions is explored in this inquiry.
Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A