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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.
List of contents
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 Wasn't 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 TEP's 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
About the author
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.
Summary
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.
