Teacher induction in schools as learning communities: successful pathways to teachers' professional development in a diverse school serving students living in poverty

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dc.contributor.authorGarcía Carrión, Rocío
dc.contributor.authorPadrós Cuxart, María
dc.contributor.authorÁlvarez Cifuentes, Pilar
dc.contributor.authorFlecha Fernández de Sanmamed, Ainhoa
dc.date.accessioned2025-09-11T10:07:55Z
dc.date.available2025-09-11T10:07:55Z
dc.date.issued2020-09-01
dc.date.updated2025-09-11T10:07:55Z
dc.description.abstractTeacher 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.en
dc.identifier.citationGarcía-Carrión, R., Cuxart, M. P., Alvarez, P., & Flecha, A. (2020). Teacher induction in schools as learning communities: successful pathways to teachers' professional development in a diverse school serving students living in poverty. Sustainability (Switzerland), 12(17). https://doi.org/10.3390/SU12177146
dc.identifier.doi10.3390/SU12177146
dc.identifier.eissn2071-1050
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3594
dc.language.isoeng
dc.publisherMDPI
dc.rights© 2020 by the authors
dc.subject.otherFamily and community participation
dc.subject.otherSchools as learning communities
dc.subject.otherTeacher education
dc.subject.otherTeacher induction
dc.subject.otherTeacher professional development
dc.titleTeacher induction in schools as learning communities: successful pathways to teachers' professional development in a diverse school serving students living in povertyen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.issue17
oaire.citation.titleSustainability (Switzerland)
oaire.citation.volume12
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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