Abstract
In the absence of a seamless continuum from pre-service teacher preparation to teacher induction, I explore the potential power of sustaining conversations between university-based teacher educators and their recent graduates during the beginning years of their teaching careers. In this paper, I foreground a study I conducted with three of my former student teachers during the induction phase of their teaching careers in which I established and maintained a support network that focused on a shared interest in teaching with analogies. I discuss the benefits realized by the beginning teachers' participation in the network involving sharing stories of their practice electronically and face-to-face. Based on these outcomes, I consider other possibilities for teacher-induction initiatives.