Inspiring, Supporting, and Propelling Urban Educators: Understanding the Effectiveness of a University-Based Induction Support Program

Abstract

This research focuses on understanding the effectiveness of a university-based induction support program (ISP) instituted to support the graduates of an urban university who completed their preparation during the COVID-19 pandemic. We framed the evaluation of our ISP as participatory action research (PAR) and chose a critical theoretical perspective of adult learning and development as our theoretical lens because of the close alignment with this perspective to our college’s conceptual framework on social justice and equity. Primary data sources consisted of individual interviews with 15 key informants identified by the ISP research team. Data analyses occurred through a recursive and generative process moving between open coding using Nvivo and reflection on the literature related to critical adult learning theory and research on effective induction and coaching models. Findings included (a) the ISP as a liberating space to engage with other educators, (b) the ISP’s role as a university-based program for urban educators, (c) the ISP program’s impact on stakeholders’ professional identity, and (d) the ISP and the concept of criticality. The study also underscored the advantages of using PAR designs for program evaluation and/or accreditation inquiries focusing on continuous improvement.

Keywords

• induction support program
• participatory action research
• teacher mentoring
• urban teacher education
• program evaluation
• critical adult learning tasks