A comparative study of mentoring for new teachers

Shanks, Rachel; Tonna, Michelle Attard; Krøjgaard, Frede; Paaske, Karen Annette; Robson, Dean; Bjerkholt, Eva

doi:10.1080/19415257.2020.1744684

Cited by 50 publications

(43 citation statements)

References 55 publications

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“…Team teaching or coteaching is frequently included within induction of new teachers. Team teaching might be exploited further as a means to stimulate collaborate inquiry in support of collaborative professional learning (Schnellert and Butler, 2020 [56]). Examples of its use beyond the early years of teaching mentioned during the OECD study visit included a school leader focusing a staff meeting on learning more about team teaching and opportunities for staff dialogue.…”

Section: Emergence Of Collaborative Learning Practices Within and Across Schoolsmentioning

confidence: 99%

Teachers’ professional learning study

2021

OECD Education Policy Perspectives

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An international study into teachers' professional learningEffective teaching is at the heart of a successful education system. There is growing recognition that supporting teachers' professional learning from the beginning to the end of their career is critical to fostering high-quality teaching. The OECD Teachers' Professional Learning (TPL) study examines the policy environments that support teachers' professional growth by exploring common strengths and challenges in participating jurisdictions. In doing so, the TPL study aims to facilitate peer learning, enrich national debates through international exchange and support the development of effective teacher learning systems at both the system and school levels.The study seeks to provide policy makers and practitioners worldwide with evidence and examples of effective and innovative policies to improve initial teacher preparation and teachers' continuing professional learning (CPL). "Teachers' continuing professional learning" is defined in a broad sense including all formal and informal activities aimed at helping teachers to update, develop and broaden their skills, knowledge and expertise. In particular, the TPL study looks at how schools and school systems:• shape teachers' motivation to engage in CPL;• ensure that teachers have access to CPL;• provide different CPL opportunities;• select and develop CPL content;• ensure the quality of CPL.The lens for analysis is provided by the conceptual framework for the TPL study (Boeskens, Nusche and Yurita, 2020[1]). The TPL study seeks to reflect recent advancements in the theory and practice of teachers' CPL by (1) considering a broad range of CPL goals to account for teachers' and their students' diverse and changing needs; (2) including informal and non-formal settings and formats such as personal study and collaborative learning; (3) going beyond the teacher's role as a recipient of CPL to focus on teachers' agency in the learning process, and shifting the emphasis from the individual teacher towards teachers' collective capacity.The TPL study seeks to avoid a dichotomy between formal professional development (PD) and day-to-day professional learning, which are sometimes treated separately in the literature. Rather, the term CPL is used broadly to include the formal and informal activities that aim to update, develop and broaden the skills, knowledge, expertise and other relevant characteristics of teachers. Traditional professional development courses or seminars are seen as one component within a much larger ecosystem of continuing professional learning opportunities. Professional development initiatives may or may not lead to professional learning, but the two terms are not synonymous. From a review of relevant research, the conceptual framework for the study identifies the following characteristics of professional learning, as distinct from traditional professional development:• an active role for teachers (individually and collectively) who are considered to be reflective professionals; Box 1.3. Digital c...

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Section: Emergence Of Collaborative Learning Practices Within and Across Schoolsmentioning

confidence: 99%

Teachers’ professional learning study

2021

OECD Education Policy Perspectives

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“…The importance of the relationship quality might be even more accentuated during the induction phase of a teacher's career (Stanulis and Russell 2000, Mitchell et al 2019, Squires 2019), during which a yearlong (or even longer) and more in-depth relationship between the mentor teacher and the beginning teacher develops. As research has already indicated, the quality of the mentoring relationship is likely to crucially impact the learning opportunities of newly qualified teachers, as well as teacher attrition and retention (Long et al 2012, Shanks et al 2020.…”

Section: Resultsmentioning

confidence: 99%

“…It is also likely that less frequent formal and, in particular, informal interactions will occur if positive relationships cannot be established. Moreover, the quality of mentoring is frequently regarded as an important factor in reducing the attrition rate of newly qualified teachers during the induction phase (Odell and Ferraro 1992, Long et al 2012, Shanks et al 2020. Thus, the quality of the mentor-mentee relationship is not only regarded as an important resource for optimal learning opportunities in the practicum, but it also functions as a significantly influential factor regarding attrition and retention in the early years of teachers' careers.…”

Section: Relationship Quality Between Student Teachers and Their Mentmentioning

confidence: 99%

‘She never actually let you walk into a trap’: exploring relational turning point events in the mentor–mentee relationship in the practicum

Hagenauer

Waber

Zordo³

2021

Professional Development in Education

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The quality of the relationship between the mentor teacher and the student teacher is crucial for successful training. To date, however, little is known about how these relationships develop over time. The present study investigates this relationship formation based on the concept of relational turning point events. It presents findings of an interview study with 27 Swiss student teachers who had just completed a four-week practicum for teaching in kindergarten and primary education. They reflected on the relational turning point events that they had experienced with their mentor teacher. The results show that both positive and negative relational turning points were experienced. Appreciation and highquality mentoring behaviour (e.g. high-quality feedback) contributed to a positive change in the relationship over time, while the reverse effect was found for a lack of appreciation and low-quality mentoring behaviour. Furthermore, the most positive relationships were experienced when 'closeness', an indicator of the interpersonal dimension of the relationship, was felt. These findings indicate that mentor teachers need strong professional and interpersonal skills in order to develop high-quality relationships with student teachers during the practicum.

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“…In English, induction is a complex concept covering NQTs' learning processes, need for support, vulnerability, special activities and programs. Although most induction programs include mentoring, the authors of this book sometimes use the term "induction and mentoring", mostly to emphasize the importance of mentoring in induction ( Attard- Langdon, Alexander, Ryde & Baggetta, 2014;Shanks et al, 2020). We refer to the explanation of the term mentoring below.…”

Section: Inductionmentioning

confidence: 99%

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

Frederiksen¹

2020

New Teachers in Nordic Countries - Ecologies of Mentoring and Induction

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This article gives an overview – in the form of a “review of reviews” – of existing knowledge in the research on teacher induction programs in primary and secondary schools. The article is based on seven reviews. The article describes the various elements that can make up teacher induction programs in primary and secondary schools, and shows that such programs – with their various content and contexts – can contribute to the professionalization of teaching. This includes the development of insight, self-efficacy, and self-esteem. Induction training can counteract burnout, strengthen teacher resilience and thereby facilitate continuing professional development and a firm foothold in the job as a teacher.

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A comparative study of mentoring for new teachers

Cited by 50 publications

References 55 publications

Teachers’ professional learning study

Teachers’ professional learning study

‘She never actually let you walk into a trap’: exploring relational turning point events in the mentor–mentee relationship in the practicum

Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

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