Angela W. Webb is an associate professor of science education in the College of Education at James Madison University, USA.Melanie Shoffner is a professor of English education in the College of Education at James Madison University, USA.

• Part 1: Navigating Care as Beginning Teachers 1. Self-Care Needs and Practices in Newly Hired Science Teachers 2. How Novice Teachers View Their Teacher Preparation Experiences Related to Care in the Classroom 3. “I Wasn’t Planning on Yelling”: Beginning English Teachers and Pandemic-Inflected SEL Curriculum 4. Reshaping Teacher Induction through Care and Community 5. Encouraging and Uplifting New Teachers by Demonstrating Care and Fostering Growth Mindset to Build Resilience Part 2: Care through Mentorship and Formal Induction 6. New Beginnings: Making Connections and Navigating Transitions for Enacting Care in Secondary Mathematics Classrooms 7. Extinguishing the Flame of Burnout: Mentorship and Care to Support Teacher Induction 8. The Need for Care: An Australian Perspective on Teacher Induction Post-COVID 9. Protocols as a Mechanism of Care: Helping Novice Science Educators 10. “I am terrified of being one of my students’ bad memories”: Stories of Teacher Induction Through a Lens of Care Part 3: Partnerships and Community as Sites of Care 11. Understanding and Responding to the New Teacher Experience: One TEP’s Commitment to Connections of Care 12. “I am lucky to be surrounded by so much talent”: Growing a Professional Learning Community for Early Career Teacher Mentors 13. Reflections on Caring for Early Career Teachers in Times of Challenge 14. Writing as Healing: Reflections from Veteran Teachers as a Way to Understand Needs for Teacher Induction

Angela W. Webb is an associate professor of science education in the College of Education at James Madison University, USA.Melanie Shoffner is a professor of English education in the College of Education at James Madison University, USA.

• Part 1: Navigating Care as Beginning Teachers 1. Self-Care Needs and Practices in Newly Hired Science Teachers 2. How Novice Teachers View Their Teacher Preparation Experiences Related to Care in the Classroom 3. “I Wasn’t Planning on Yelling”: Beginning English Teachers and Pandemic-Inflected SEL Curriculum 4. Reshaping Teacher Induction through Care and Community 5. Encouraging and Uplifting New Teachers by Demonstrating Care and Fostering Growth Mindset to Build Resilience Part 2: Care through Mentorship and Formal Induction 6. New Beginnings: Making Connections and Navigating Transitions for Enacting Care in Secondary Mathematics Classrooms 7. Extinguishing the Flame of Burnout: Mentorship and Care to Support Teacher Induction 8. The Need for Care: An Australian Perspective on Teacher Induction Post-COVID 9. Protocols as a Mechanism of Care: Helping Novice Science Educators 10. “I am terrified of being one of my students’ bad memories”: Stories of Teacher Induction Through a Lens of Care Part 3: Partnerships and Community as Sites of Care 11. Understanding and Responding to the New Teacher Experience: One TEP’s Commitment to Connections of Care 12. “I am lucky to be surrounded by so much talent”: Growing a Professional Learning Community for Early Career Teacher Mentors 13. Reflections on Caring for Early Career Teachers in Times of Challenge 14. Writing as Healing: Reflections from Veteran Teachers as a Way to Understand Needs for Teacher Induction

Angela W. Webb is an associate professor of science education in the College of Education at James Madison University, USA.Melanie Shoffner is a professor of English education in the College of Education at James Madison University, USA.

• Part 1: Navigating Care as Beginning Teachers 1. Self-Care Needs and Practices in Newly Hired Science Teachers 2. How Novice Teachers View Their Teacher Preparation Experiences Related to Care in the Classroom 3. “I Wasn’t Planning on Yelling”: Beginning English Teachers and Pandemic-Inflected SEL Curriculum 4. Reshaping Teacher Induction through Care and Community 5. Encouraging and Uplifting New Teachers by Demonstrating Care and Fostering Growth Mindset to Build Resilience Part 2: Care through Mentorship and Formal Induction 6. New Beginnings: Making Connections and Navigating Transitions for Enacting Care in Secondary Mathematics Classrooms 7. Extinguishing the Flame of Burnout: Mentorship and Care to Support Teacher Induction 8. The Need for Care: An Australian Perspective on Teacher Induction Post-COVID 9. Protocols as a Mechanism of Care: Helping Novice Science Educators 10. “I am terrified of being one of my students’ bad memories”: Stories of Teacher Induction Through a Lens of Care Part 3: Partnerships and Community as Sites of Care 11. Understanding and Responding to the New Teacher Experience: One TEP’s Commitment to Connections of Care 12. “I am lucky to be surrounded by so much talent”: Growing a Professional Learning Community for Early Career Teacher Mentors 13. Reflections on Caring for Early Career Teachers in Times of Challenge 14. Writing as Healing: Reflections from Veteran Teachers as a Way to Understand Needs for Teacher Induction