Exploring Teacher Induction: Collaborative Self-Studies across Institutions

Déirdre Smith, Joe Engemann


Educators from eight institutions engaged in collaborative self-studies of their own practices to gain deeper insight into the significance of narrative-based writing supporting the process of teacher induction. A series of teacher induction institutes based on narrative writing processes provided the context for critical exploration of the lived experiences of both beginning and mentor teachers. These institutes were key components of a tri-level teacher induction partnership between a provincial organization, a faculty of education and six district school boards. The significance of this multi-tiered teacher induction project for initial teacher induction, teacher education and for collaborative self-studies across institutions is explored in this inquiry.

Full Text:


DOI: https://doi.org/10.11114/jets.v3i3.773


  • There are currently no refbacks.

Paper Submission E-mail: jets@redfame.com

Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

Copyright © Redfame Publishing Inc.

To make sure that you can receive messages from us, please add the 'redfame.com' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.