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Care and Teachers in the Induction Years: Supporting Early Career Educators in Today’s Teaching Landscape book cover

1st Edition

Care and Teachers in the Induction Years Supporting Early Career Educators in Today’s Teaching Landscape

Edited By Angela W. Webb, Melanie Shoffner Copyright 2025
    208 Pages 1 B/W Illustrations
    by Routledge

    208 Pages 1 B/W Illustrations
    by Routledge

    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. Building on the editors’ book Reconstructing Care in Teacher Education after COVID-19: Caring Enough to Change, this volume extends reconsiderations of care and teacher development into K-12 schools, aiming to explore how care is, should, and can be operationalized in teacher induction now.

    Each chapter draws on research, practice, and reflection to provide recommendations to move teacher induction forward in responsive and caring ways. Authors include teacher educators, practicing teachers, and administrators representing different subject areas and educational levels. The operationalization of care also takes many forms, from mentorship and professional learning communities to support in navigating burnout and staff shortages. Chapters offer specific examples from contributors’ own teaching experiences and conclude with suggestions for adapting the model or practice for readers’ own programs and students.

    Ideal for faculty working with preservice educators and administrators supporting newly hired teachers, this book can also serve as recommended or supplementary reading in undergraduate or graduate teacher education, curriculum and instruction, leadership, and educational administration courses as well as within professional development opportunities.

    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

    Biography

    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.

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