This edited volume focuses on understandings and enactments of care in teacher induction in a landscape reshaped by the recent pandemic, ongoing societal issues, and increased expectations of teachers.
This edited volume focuses on understandings and enactments of care in teacher induction in a landscape reshaped by the recent pandemic, ongoing societal issues, and increased expectations of teachers. Building on the editors book Reconstructing Care in Teacher Education after COVID-19: Caring Enough to Change, this volume extends reconsiderations of care and teacher development into K-12 schools, aiming to explore how care is, should, and can be operationalized in teacher induction now.
Each chapter draws on research, practice, and reflection to provide recommendations to move teacher induction forward in responsive and caring ways. Authors include teacher educators, practicing teachers, and administrators representing different subject areas and educational levels. The operationalization of care also takes many forms, from mentorship and professional learning communities to support in navigating burnout and staff shortages. Chapters offer specific examples from contributors own teaching experiences and conclude with suggestions for adapting the model or practice for readers own programs and students.
Ideal for faculty working with preservice educators and administrators supporting newly hired teachers, this book can also serve as recommended or supplementary reading in undergraduate or graduate teacher education, curriculum and instruction, leadership, and educational administration courses as well as within professional development opportunities.
Part 1: Navigating Care as Beginning Teachers
1. Self-Care Needs and
Practices in Newly Hired Science Teachers
2. How Novice Teachers View Their
Teacher Preparation Experiences Related to Care in the Classroom
3. I Wasnt
Planning on Yelling: Beginning English Teachers and Pandemic-Inflected SEL
Curriculum
4. Reshaping Teacher Induction through Care and Community
5.
Encouraging and Uplifting New Teachers by Demonstrating Care and Fostering
Growth Mindset to Build Resilience Part 2: Care through Mentorship and Formal
Induction
6. New Beginnings: Making Connections and Navigating Transitions
for Enacting Care in Secondary Mathematics Classrooms
7. Extinguishing the
Flame of Burnout: Mentorship and Care to Support Teacher Induction
8. The
Need for Care: An Australian Perspective on Teacher Induction Post-COVID
9.
Protocols as a Mechanism of Care: Helping Novice Science Educators
10. I am
terrified of being one of my students bad memories: Stories of Teacher
Induction Through a Lens of Care Part 3: Partnerships and Community as Sites
of Care
11. Understanding and Responding to the New Teacher Experience: One
TEPs Commitment to Connections of Care
12. I am lucky to be surrounded by
so much talent: Growing a Professional Learning Community for Early Career
Teacher Mentors
13. Reflections on Caring for Early Career Teachers in Times
of Challenge
14. Writing as Healing: Reflections from Veteran Teachers as a
Way to Understand Needs for Teacher Induction
Angela W. Webb is an associate professor of science education in the College of Education at James Madison University, USA.
Melanie Shoffner is a professor of English education in the College of Education at James Madison University, USA.
