Abstract
Educators from eight institutions engaged in collaborative self-studies of their own practices to gain deeper insight into the significance of narrative-based writing supporting the process of teacher induction. A series of teacher induction institutes based on narrative writing processes provided the context for critical exploration of the lived experiences of both beginning and mentor teachers. These institutes were key components of a tri-level teacher induction partnership between a provincial organization, a faculty of education and six district school boards. The significance of this multi-tiered teacher induction project for initial teacher induction, teacher education and for collaborative self-studies across institutions is explored in this inquiry.
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