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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)

EISBN13: 9781668449257|DOI: 10.4018/978-1-7998-8463-7.ch006

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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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Implementing a Critical Community of Practice Within a University-Based Teacher Induction Program

Abstract