This talk will focus on a literature review that is in process. The review covers more than 100 empirical studies from 1990-2020 that focus on the transition from initial teacher education to the early career of teaching.

Early analysis suggests there are three main features of this system: the beliefs and biographies of the teacher candidates; the contextual realities of the school environments during both initial teacher education and the first post; and elements of the initial teacher education programme that are designed to achieve specific outcomes.

To RSVP, please email Christine Harrison.

Speaker: Professor Misty Sato

Mistilina (Misty) Sato is a Professor of Education at Te Whare Wānanga o Waitaha, University of Canterbury in Christchurch, New Zealand. Prior to this, Misty held the Carmen Starkson Campbell Chair for Innovation in Teacher Development at the University of Minnesota-Twin Cities in the United States.

Misty's research focuses on teachers and teaching across the career continuum, including teacher preparation, performance assessment of teachers, early career induction, teacher evaluation, teacher leadership, and policies that affect teachers and teaching. She is currently serving on the Advisory Committee for the Learning Policy Institute's international project focused on culturally sustaining and responsive practices (CSRP) in teacher education.

Misty's most recent work has focused on the power of narrative in capturing teacher knowledge and the complexity of the epistemological terrain of teacher education. Currently, she is focusing on how teacher performance assessments can capture the complexity of teaching in authentic and reliable ways when implemented within local contexts.

Misty began her career as a middle school science teacher. She holds a Bachelor’s degree in Geological Sciences from Princeton University and a PhD in Curriculum and Teacher Education from Stanford University.