Open AccessAffirming the abilities of new teachers: A teacher induction project within the Golden Horseshoe Learning Consortium
Author(s) -
Lorenzo Cherubini,
Julian Kitchen
Publication year - 2008
Publication title -
teaching and learning
Language(s) - English
Resource type - Journals
ISSN - 1703-2598
DOI - 10.26522/tl.v4i3.280
Subject(s) - teacher induction , general partnership , pedagogy , empowerment , professional development , mathematics education , teacher leadership , psychology , teacher education , sociology , educational leadership , political science , law
This paper presents a partnership among Brock University’s Faculty of Education, the Ontario College of Teachers and six school boards that resulted in a teacher induction project conceptualized to enable new teachers to self-affirm their professional capacities as teacher leaders. The new teacher participants from 6 district school boards in southern Ontario were engaged in critical thinking and retrospective analysis with experienced teacher mentors from these same school boards. The outcomes of the project suggest that the induction model validated new teachers’ meaningful contributions to their students and schools and heightened their sense of self-empowerment as reflective and active teacher leaders.