Novice Teachers’ Experiences In High Needs International Contexts

Abstract

Beginning teacher attrition in high needs contexts has wrestled with various factors such as poverty, culture and race. Exploring novice teachers’ concerns is integral to figure out ways to sustain them in the profession. This symposium integrates multiperspectival focuses on novice teachers experiences in high needs contexts across continents. The first paper discussed novice teachers’ professional learning with mentors via reflective diaries in post-colonial Dominican Republic. The second paper explored a teacher’s “stories to live by” in high poverty rural China. The third one focused on teachers’ experiences in diverse urban-like suburbs of the U.S. The fourth paper addressed cultural factors influencing novice Israeli-Arab teachers’ learning strategies in induction. The fifth paper attended to teachers in Roma community of Spain.