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Download full textSmith, Déirdre; Engemann, Joe – Journal of Education and Training Studies, 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…
Descriptors: Institutional Characteristics, Beginning Teacher Induction, Phenomenology, Mentors
