Teachers need teachers
How early career communities can support teachers in transition
DOI:
https://doi.org/10.1558/wap.24398Keywords:
teacher support, writing, communities of practiceAbstract
This qualitative case study explores the experience of three first-year English language arts educators within a small community of practice designed to provide personal and professional support for beginning teachers. The participants engaged in a 6-week session where weekly meetings focused on participant experiences and English language arts pedagogy during the COVID-19 pandemic.
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