Mentoring beginning teachers and goal setting

Hudson, Peter B.; Hudson, Sue

doi:10.14221/ajte.2016v41n10.4

Cited by 28 publications

(6 citation statements)

References 17 publications

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“…In addition, multiple strategies are advocated including practice-focused mentoring (involving one or more expert colleagues) and targeted professional learning. Although there are guidelines for mentoring as one of a suite of strategies to support teacher induction (AITSL, 2016), and successful mentoring frameworks established (see for example, Hudson and Hudson 2016), in reality there are often substantial differences in the nature of mentoring practices in schools often due to contextual factors such as school location, size and resources as well as relationships between staff. Another approach that has been implemented to support teacher professional learning is coaching (Desimone and Pak 2017).…”

Section: Teacher Induction In Australiamentioning

confidence: 99%

“I’m finally getting that help that I needed”: Early career teacher induction and professional learning

Mansfield

Gu²

2019

Aust. Educ. Res.

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This paper reports findings from a study of early career teachers (ECTs) in Western Australia. The aim of this study was to investigate the professional learning activities of ECTs and the perceived impact of these on their professional development. Data were gathered via two online surveys and interviews. Findings reveal that ECTs participated in a range of formal and informal professional learning activities which were accessed through the Department of Education and their schools. The activities that had the greatest perceived impact on professional development were engaging in informal dialogue with colleagues and participation in an in-class coaching program. Results lend support to the criticism of the unhelpful dichotomy between formal and informal learning in the provision of professional learning activities for teachers, and ECTs especially. They also highlight the critical role played by relationships and school contexts in ensuring the future generation of teachers are equipped to provide high quality teaching and will remain resilient and committed to the profession beyond the early career years.

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Section: Teacher Induction In Australiamentioning

confidence: 99%

“I’m finally getting that help that I needed”: Early career teacher induction and professional learning

Mansfield

Gu²

2019

Aust. Educ. Res.

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“…Also, the research results by Nopriyeni et al (2019) show that mentoring significantly increases the components' pedagogical competencies. A similar idea is expressed by Mathur et al (2013), Hudson and Hudson (2016), and Janikula (2017) that a mentoring program is intended to allow the participants' decision-making abilities to be improved as well as their self-confidence and efficacy. These conform to the outcome of the collaborative learning action cell mentoring program.…”

Section: Resultsmentioning

confidence: 80%

Collaborative Learning Action Cell (CLAC) mentoring program to self-efficacy of the out-of-field senior high school teachers

Sumbilla¹,

Trogo²,

Luntao³

2022

IJSS

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Teachers teaching not their field of specialization is unavoidable; thus, structural support must be in place so that the school supports these teachers. Considering this prevalence, the study aimed to determine the effects of the collaborative learning action cell (CLAC) mentoring program on the self-efficacy of the out-of-field Senior High School (SHS) teachers of New Lucena National Comprehensive High School during the second semester of the academic year 2018-2019. This action research utilized an experimental method specifically, the one-group pretest-posttest design. The participants of this study were the purposively selected 12 out-of-field SHS teachers. The research instrument adopted was the Ohio State teacher efficacy scale (OSTES) to capture a broad range of capabilities necessary for good teaching. The results of the study revealed that the level of self-efficacy of the out-of-field SHS teachers is "low" prior to the intervention and "high" level after exposure. Furthermore, the teachers' self-efficacy level significantly increased after exposure to the program. Thus, the CLAC mentoring program is an alternative program to increase the level of self-efficacy of the out-of-field SHS teachers. The research study calls for the importance of formulating a school-initiated intervention that will guide efforts to assist out-of-field teachers.

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“…The importance of mentoring is reflected in its widespread use in different countries such as the United States, Australia, Finland and Singapore (Achenushure et al, 2020;Kutsyuruba et al, 2019). In Australia, programs for mentoring beginning teachers are located in their schools (Hudson and Hudson, 2016). In Finland and Israel, for example, these programs are mandatory nationally, whereas other countries have different internal policies (Schatz-Oppenheimer, 2021).…”

Section: Models Of Mentoringmentioning

confidence: 99%

“…Observing the novice-teachers' difficulties and feelings of frustration evoked empathy and sensitivity in the mentors and, at the same time, made them more reflective of their personal and professional abilities. They recognized their professional skills, and their self-efficacy empowered them as mentors (Hudson and Hudson, 2016).…”

Section: The Personal-emotional Dimensionmentioning

confidence: 99%

The impact of professional mentoring on mentors of novice-teachers

Schatz Oppenheimer,

Goldenberg

2023

IJMCE

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PurposeThis article aims to present a unique dimension to mentor studies in that unlike most research that focuses on the novice-teachers-mentee, this study explores the influence of mentoring on the mentors themselves. Two main questions were examined: “Which components of mentoring influence the mentors' professional development?” and “What is the differential impact of each of these components as they are internalized by the mentors?”Design/methodology/approachA total of 765 mentors completed a questionnaire composed of 47 multiple-choice questions and an open-ended question describing the contribution of mentoring. The survey thus generated both quantitative and qualitative data.FindingsThe results show three main components of mentoring that influence mentors' professional development in the following order: personal–emotional, didactic knowledge and systemic–organizational. The findings also illustrate how the mentors used a comparison process to develop their professional perception: first, by comparing their role as a teacher and their role as a mentor, and second, by comparing their own professional identity as a teacher with that of the novice-teacher.Research limitations/implicationsThe implications of the study point to the importance of mentoring for mentors' professional development. Practical implications of this study encourage mentor training courses that combine a body of knowledge of theory and practice, as well as supervision and mentoring for mentors. It may be important for mentors to develop a professional identity as mentors that is distinct from their professional identity as teachers.Practical implicationsThe implications of the study point to the importance of mentoring for mentors' professional development. Practical implications of this study encourage mentor training courses that combine a body of knowledge of theory and practice, as well as supervision and mentoring for mentors. It may be important for mentors to develop a professional identity as mentors that is distinct from their professional identity as teachers.Originality/valueThe manuscript attempts to explore the dynamic relationships within the mentoring process by investigating how mentoring impacts the development of mentors. It presents insights into the benefits of mentoring novice-teachers for the mentors themselves via analysis of a large-scale, nationwide study.

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Mentoring beginning teachers and goal setting

Cited by 28 publications

References 17 publications

“I’m finally getting that help that I needed”: Early career teacher induction and professional learning

“I’m finally getting that help that I needed”: Early career teacher induction and professional learning

Collaborative Learning Action Cell (CLAC) mentoring program to self-efficacy of the out-of-field senior high school teachers

The impact of professional mentoring on mentors of novice-teachers

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