Teacher mentoring in service of beginning teachers’ learning to teach: Critical review of conceptual and empirical literature

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Induction-level teacher mentoring started in the form of district or state-level policy initiatives to deal with issue of teacher attrition. Teacher mentoring practices supporting beginning teachers’ learning to teach can also be differentiated in its goals, focuses, and processes depending on the kinds of teaching that beginning teachers are encouraged to learn. For one, teacher mentoring is often treated as part of an induction program instead of a distinctive intervention on beginning teachers’ learning to teach. In the United States, beginning teachers supported by mentors were found to increase their job satisfaction and self-efficacy based on the analyses of national survey data and of the pre- and post-program survey with beginning teachers. Most mentoring relationships are structured and supported through various induction programs with multiple components of support, including policy mandates, financial and human resources, mentor training, and evaluations.

Original languageEnglish
Title of host publicationThe Wiley Handbook of Supervision
PublisherWiley
Pages281-306
Number of pages26
ISBN (Electronic)9781119128304
ISBN (Print)9781119128274
DOIs
StatePublished - Jan 1 2018

Keywords

  • Beginning teachers’ learning
  • Education evaluation
  • Induction program
  • Mentor training
  • National survey data
  • Policy mandates
  • Teacher mentoring

Fingerprint Dive into the research topics of 'Teacher mentoring in service of beginning teachers’ learning to teach: Critical review of conceptual and empirical literature'. Together they form a unique fingerprint.

  • Cite this