We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
When Context Has Content: A Case Study of New Teacher Induction in the University of Chicago’s Urban Teacher Education Program.
- Authors
Hammerness, Karen; Matsko, Kavita Kapadia
- Abstract
Reviews of research evaluating the impact of beginning teacher induction suggest that the mixed results may be due to the fact that the programs do not fully address school context. We examine how one induction program for urban teachers explicitly addresses teachers’ specific schools and students to illustrate how context becomes the content for teachers’ learning and work. We argue that the program’s “context-specific” supports may ease transition into the challenging role of urban teacher. In turn, this case suggests ways of addressing features of context that may help new teachers better understand and maintain a commitment to urban teaching.
- Subjects
TEACHER orientation; TEACHER education; TEACHER retention; URBAN education; UNIVERSITY of Chicago
- Publication
Urban Education, 2013, Vol 48, Issue 4, p557
- ISSN
0042-0859
- Publication type
Case Study
- DOI
10.1177/0042085912456848