scholarly journals Mentoring New Teachers

2008 ◽  
Keyword(s):  
New Teachers ◽  
Mentoring New Teachers

scholarly journals Mentoring New Teachers and Introducing Them to Administrative Skills

2017 ◽  
Vol 7 (3) ◽  
pp. 65
Author(s):  
Amos Oyetunde Alabi
Keyword(s):  
School System ◽  
New Teachers ◽  
Teaching Effectiveness ◽  
Cost Effective ◽  
Teaching Profession ◽  
Community Relations ◽  
Plant Management ◽  
Full Time ◽  
Mentoring New Teachers ◽  
Administrative Skills

This paper examined benefits of mentoring to the teachers especially the new teachers in the school system. The concept of mentoring was discussed vis-a-vis other related terms. The qualities of a mentor teacher were elucidated. How to start a mentoring programme as well as the four phases of mentoring relationship were fully highlighted and discussed. The “new teachers” to be introduced to administrative skills as identified by the paper are: those not trained in the teaching profession, those trained but entering into full time teaching for the first time, those trained teachers but not experienced in teaching (1 – 4 years) and those already teaching but found teaching uninteresting. The skills on which the new teachers can be mentored includes: school records keeping, class(room) management, teaching effectiveness and efficiency, school community relations, school plant management and evaluation and assessment of students. Benefits of mentoring to old and new teachers were highlighted. Mentoring is one of the best reforms in the education system and a very cost effective programme which will make the teachers to be the best they could in the school system and in the teaching profession.

Educative mentoring: a way forward

2015 ◽  
Vol 4 (4) ◽  
pp. 240-254 ◽  
Author(s):  
Frances Langdon ◽  
Lorrae Ward
Keyword(s):  
Teacher Induction ◽  
New Teachers ◽  
Qualitative Methodology ◽  
Practice Change ◽  
National Guidelines ◽  
New Teacher Induction ◽  
Content Type ◽  
Transmission Of Knowledge ◽  
Mentoring Practices ◽  
Mentoring New Teachers

Purpose – In recent years mentoring has been promoted as an essential, yet complex, new teacher induction dynamic. Mentors generally develop their knowledge of this role in isolation and in situ, and despite extensive research in the field few studies investigate how mentors learn. Therefore it is important to continue to examine the complex aspects of learning to mentor. The purpose of this paper is to focus on understanding the knowledge, attitudes and skills required by mentors to simultaneously focus on their own learning, new teachers’ learning and student learning. Design/methodology/approach – In this New Zealand study the authors examined a pilot programme aimed at shifting mentoring practices to an educative model. Through a two-year professional development intervention, 22 participant mentors inquired into, analysed and documented their practice. Data were gathered through learning conversations, action research documentation and reflections. They were analysed using qualitative methodology. Findings – Evident was a shift in mentoring practice from a focus on the transmission of knowledge-for-practice to inquiry into knowledge-of-practice. Change was observed after sustained and serious engagement with evidence about mentoring practices. However the shifts did not come easy, nor were they assured. Research limitations/implications – This study is not without limitations. Transferability is potentially problematic. The pilot study was well resourced, therefore expecting the implementation and outcomes to transfer to other contexts without similar resourcing maybe unrealistic. Practical implications – The findings contributed to the development of a mentoring curriculum and national guidelines for mentoring new teachers. Originality/value – While the findings emerged from a situated context, the theoretical and practice issues reported are matters for international attention, particularly the matter of transitioning from a well-practiced, efficient teacher mentor to an adaptive educative mentor.

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