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Article

Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty

1
Ikerbasque, Basque Foundation for Science, Faculty of Psychology and Education, University of Deusto, 48007 Bilbao, Spain
2
Faculty of Education, University of Barcelona, 08035 Barcelona, Spain
3
Faculty of Educational Sciences and Psychology, Universitat Rovira i Virgili, 43007 Tarragona, Spain
4
Department of Sociology, Autonomous University of Barcelona, 08193 Barcelona, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(17), 7146; https://doi.org/10.3390/su12177146
Received: 5 July 2020 / Revised: 25 August 2020 / Accepted: 27 August 2020 / Published: 1 September 2020
(This article belongs to the Special Issue Successful Actions on Sustainability Impact)
Teacher induction has been an object of interest in teacher education and professional development, mostly as a result of the analysis of the difficulties faced and the coping strategies developed by newly qualified teachers. However, the specific mechanisms to facilitate teachers’ induction when being appointed by schools working under challenging contexts have been less explored. This study aims to explore the potential of a community-based school model named Schools as Learning Communities to induct new teachers and to help them embrace the school’s project. A single case study was conducted in a high-poverty school located in Barcelona (Spain). Data collection included observations and interviews with teachers and the school management team. Findings highlight two main features of the school model that facilitate teacher induction: the dialogic approach to teachers’ professional development and the participation of family and community members in the school, which operates as a pedagogical resource. Furthermore, our results reveal this model as a successful pathway for the new teachers to embrace the school mission and to become agents of transformation who contribute to the project’s sustainability. The study offers lessons on how to support the induction of teachers who join diverse schools serving students living in poverty. View Full-Text
Keywords: teacher induction; teacher education; teacher professional development; Schools as Learning Communities; family and community participation teacher induction; teacher education; teacher professional development; Schools as Learning Communities; family and community participation
MDPI and ACS Style

García-Carrión, R.; Padrós Cuxart, M.; Alvarez, P.; Flecha, A. Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty. Sustainability 2020, 12, 7146. https://doi.org/10.3390/su12177146

AMA Style

García-Carrión R, Padrós Cuxart M, Alvarez P, Flecha A. Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty. Sustainability. 2020; 12(17):7146. https://doi.org/10.3390/su12177146

Chicago/Turabian Style

García-Carrión, Rocío, Maria Padrós Cuxart, Pilar Alvarez, and Ainhoa Flecha. 2020. "Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty" Sustainability 12, no. 17: 7146. https://doi.org/10.3390/su12177146

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