Let's talk about it: supporting novice teachers through virtual conversation spaces

Abstract

The purpose of this Action Research study was to examine, understand, strengthen, and improve how virtual platforms can be used to support the challenges novice teachers face. This document will outline the study's objective for collecting data within the initial stages of this action research study. By fostering deeper relationships between mentors and mentees, we can create a culture of care and concern that supports well-being, promotes learning, and serves as a model for future educators (Lasater et al., 2021). Cycle 1 of the study explores the capabilities of digital platforms to enhance the supervision and mentorship of student teachers beyond conventional in-person methods. This phase engaged ten alumni student teachers and their supervisors in assessing the effectiveness and enrichment potential of virtual support. Cycle 2 expands on this by creating a virtual space for novice educators to share experiences and challenges, facilitated by veteran teachers, thereby removing geographical barriers and fostering a community of mutual support and professional growth. The study employs a comprehensive methodology across both cycles, involving surveys, Zoom session analyses, semi-structured interviews, and a research journal to capture a broad spectrum of experiences and insights. This approach aims to evaluate the impact of virtual conversation spaces on educators' professional well-being and to inspire future research in digital mentorship. Key findings suggest a pivotal role for virtual platforms in revolutionizing mentorship and professional development, highlighting the need for further training in technological tools and the potential of virtual spaces to globalize support for novice teachers. This paper underscores the evolving digital landscape's capacity to facilitate meaningful mentorship and support, contributing to a nurturing and inclusive educational environment.