Supporting new teacher development using narrative-based professional learning

Narrative-based professional learning processes were employed within a collaborative partnership involving eight educational institutions to support teacher induction. Methodologies and pedagogies that honour the lived experience of beginning teachers and mentor teachers were selected and created for use within this inquiry. Various narrative-based approaches were created and implemented with beginning and mentor teachers to enhance the practices and professional insights of these educators. A provincial resource kit was created using the written narratives of the beginning and mentor teachers involved in this project. These educative resources are being used within teacher education and professional practice to support beginning teachers.