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This chapter presents a comprehensive framework for a Canadian K-12 teacher induction program aimed at nurturing the development of pedagogical content knowledge (PCK) through promoting a growth mindset and lifelong learning. Grounded in growth mindset theory and the PCK framework, the chapter examines teachers’ challenges in adapting to technological, demographic, and pedagogical shifts within the Canadian education system. The proposed framework addresses gaps in current teacher induction programs by integrating continuous professional development strategies, reflective practices, and collaborative learning communities. Methodologically, this chapter employs a policy and research analysis approach, focusing on teacher development models in provinces like Ontario and Alberta while highlighting disparities in induction support across rural and urban contexts. The framework emphasizes Vygotsky’s principles of professional growth, supported by adult learning theory, with formative assessments guiding the evaluation of teacher progress. Additionally, example frameworks were outlined and suggested for structuring key elements of the induction program, such as sequential professional learning, structured and enhanced mentoring, and collaborative learning communities. The framework offers a scalable model for Canadian policymakers, school leaders, and educational researchers to address the evolving needs of in-service teachers, ultimately contributing to improved teacher retention and student outcomes.

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Cultivating Growth-Mindset through Life-Long Learning to Advance In-Service Teachers’ Pedagogical Content Knowledge: Proposing a Framework for Canadian K-12 Teachers’ Induction Program

  • 章节

  • 发表日期：

    2025年

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  • Md Nazim Mahmud,
  • Md Shayeek-Us Saleheen,
  • Hasan Toufiq Imam

摘要

This chapter presents a comprehensive framework for a Canadian K-12 teacher induction program aimed at nurturing the development of pedagogical content knowledge (PCK) through promoting a growth mindset and lifelong learning. Grounded in growth mindset theory and the PCK framework, the chapter examines teachers’ challenges in adapting to technological, demographic, and pedagogical shifts within the Canadian education system. The proposed framework addresses gaps in current teacher induction programs by integrating continuous professional development strategies, reflective practices, and collaborative learning communities. Methodologically, this chapter employs a policy and research analysis approach, focusing on teacher development models in provinces like Ontario and Alberta while highlighting disparities in induction support across rural and urban contexts. The framework emphasizes Vygotsky’s principles of professional growth, supported by adult learning theory, with formative assessments guiding the evaluation of teacher progress. Additionally, example frameworks were outlined and suggested for structuring key elements of the induction program, such as sequential professional learning, structured and enhanced mentoring, and collaborative learning communities. The framework offers a scalable model for Canadian policymakers, school leaders, and educational researchers to address the evolving needs of in-service teachers, ultimately contributing to improved teacher retention and student outcomes.