Mentoring Novice Teachers to Advance Inclusive Mathematics Education
Abstract
We facilitate a year-long teacher induction program in the United States involving earlycareer teachers in urban elementary schools as a means to advance their inclusive
mathematics practices. The participants in this program joined in professional learning
experiences and discussions focused on advancing inclusive mathematics education with
peers and university faculty and agreed to classroom observations. We report on the features
of, challenges, and highlights that emerged during this year-long induction program by
juxtaposing our experiences with two early-career, alternatively certified teachers within the
larger context of teacher shortage. These snapshots alongside the issues discussed during this
induction program provide a vivid account of the learning spaces and community created by,
and for, early-career teachers. There is a need for the culture in schools to include more
active mentoring for early-career teachers to develop their pedagogy, in general, and more
specifically, to advance inclusive mathematics education.
URI
http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSIndex.htmlhttps://hdl.handle.net/11274/12111