School/University Partnership: Supporting Beginning Teachers ’ Inquiry in Urban School Settings

This article describes an urban school/university partnership that incorporates classroom-based inquiry into a graduate mentoring and induction program. It examines the influence of providing inquiry support to six (N=6) beginning teachers in a large, urban district in Central Texas. Using qualitative methods, data were collected through focus group interviews, question-naires, and final narrative reports. Data were analyzed using thematic analysis and code development. Specific aspects of the inquiry experience associated with professional growth were identified. Findings suggest that inquiry partnerships between beginning teachers and experienced mentors can benefit beginning teachers in several ways. Teachers are not “finished products ” when they complete a teacher preparation program. Strong residency and mentored induction experiences during their initial years in the class-room provide beginning teachers with invaluable support as they lay the groundwork to become accomplished teachers. A well-planned, systematic induction program for new teachers is vital to maximize their chances of being successful in any school setting, but it is especially critical in high-need schools