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What is Teacher Induction Programs

Chapter 6
Cases on Academic Program Redesign for Greater Racial and Social Justice
Aim to support novice teachers to further develop their knowledge, skills, practices, and mindsets as they transition from a teacher preparation program into the daily realities of teaching.
Published in Chapter:
Implementing a Critical Community of Practice Within a University-Based Teacher Induction Program
Erica Hamilton (California State University, USA), Ebony Cain-Sanschagrin (Pepperdine University, USA), and Jenifer Crawford (University of Southern California, USA)
Copyright: © 2022 |Pages: 25
DOI: 10.4018/978-1-7998-8463-7.ch006
Abstract
This chapter describes the initial stage of implementing a critical community of practice within a university-based teacher induction program in Southern California. This case highlights how novice critical teachers work together to support one another, engage in problem-solving, and bridge theories to action to address challenges they face in their teaching. Implications for using critical community of practice in academic programs and professional programs to bridge critical theories to equitable practice are presented.
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