Professional Learning, Induction and Critical Reflection Building Workforce Capacity in Education

Professional Learning, Induction and Critical Reflection: Building Workforce Capacity in Education offers a rethinking of professional induction within the discipline of education. This book argues for a pedagogy of induction to begin the process of engaging with the profession at the outset of university study rather than at the end. Whilst situated in education, the process of a pedagogy of induction is one that can be applied in other contexts.

The book challenges highly technicist and one-size-fits-all approaches to teaching and becoming a teacher. Instead, it presents evidence for helping university students (or pre-service teachers) to feel as though they are part of the teaching profession from the beginning of their study and to understand that teaching involves multiple perspectives. The book provides a framework for traversing the nexus between theory and practice. It draws on case studies that show how a strengths-based approach to professional induction challenges deficit views and builds collective agency. The book focuses on the interrelationships of personal and professional identity development in building workforce capacity.

Robyn Henderson is Associate Professor (Literacies Education) at the University of Southern Queensland, Australia. She researches in the fields of literacies education, family mobility and its effects on schooling, and the student learning journey in higher education. Themes related to pedagogies, diversity and capacity building run through her work.

Karen Noble is Associate Professor and Associate Dean (Teaching and Learning) in the Faculty of Business, Education, Law and Arts at the University of Southern Queensland, Australia. Educational transitions and change, related to teaching and the education of teachers across contexts, is the focus of her academic work.

1. A Pedagogy of Induction: Building Capacity

2. Foundations of a Pedagogy of Induction

3. Using Place and Space to Deconstruct and Confront

4. Theorising a Pedagogy of Induction

5. Thinking Otherwise about Professional Induction

6. Building Workforce Capacity Collaboratively