Novice Teachers Embracing Wobble in Standardized Schools: Using Dialogue and Inquiry for Self-Reflection and Growth

This book is a valuable resource for pre-service and practicing teachers, exploring the challenges and obstructions of enacting inquiry-based and dialogical pedagogy within standardized schools. It advocates for mentoring and induction initiatives that recognize novice teachers' concerns and provides a pathway for self-reflection and growth.

Format: Paperback / softback
Length: 132 pages
Publication date: 01 October 2020
Publisher: Taylor & Francis Ltd

A vital tool for pre-service and practicing educators, this book delves into the complexities that arise when new teachers attempt to implement inquiry-based and dialogical pedagogy within standardized school environments. By examining the narratives of beginning ELA and humanities teachers as they navigate challenges and roadblocks, this book uncovers pivotal moments of "wobble," significant events that shed light on practice within rigid schooling systems. Through an oral inquiry process (OIP), these teachers shared their experiences with their peers, facilitating a deeper understanding of their challenges and triumphs.

The book passionately advocates for the sustained use and improvement of mentoring and induction initiatives, particularly those that acknowledge the expressed concerns of novice teachers, regardless of their pedagogical stance. By sharing the wobble stories of novice teachers and the outcomes they achieved, this book offers a valuable pathway for teachers to engage in ongoing self-reflection and growth throughout their careers. The authors present a reflective, adaptable, and user-friendly process that empowers teachers to take charge of their professional learning. The beliefs and structures explored in this text align with the aspirations of all educators who strive for a learning-centered approach and seek to take ownership of their professional development.

Weight: 234g
Dimension: 153 x 229 x 14 (mm)
ISBN-13: 9780367404406