Edith Esparza-Young, Texas A&M University, USA

Abstract

This paper examines the use of evidence-based learning to adapt and modify teaching practices to best serve the needs of pre-service teachers during the induction period. Research has shown that the attrition and retention rates of teachers during the first four years are at odds. The data collection consists of archived self-reflections by the participants along with university personnel, public school officials, mentoring teachers, and professors.

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