Mentoring retrained teachers: extending the web

Vozzo, Les; Abusson, Peter; Steele, Frances; Watson, Kevin

doi:10.1080/030910042000275945

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Mentoring networks are based on personal relationships between teachers, which develop over the years. Vozzo et al (2004), who defined these relationships as a mentoring web, interviewed 11 retrained teachers at different time points. They found that mentoring networks provided teachers with opportunities for support when needed and not provided elsewhere.…”

Section: Discussionmentioning

confidence: 99%

“…Another benefit is the ability to overcome demographic boundaries such as culture, ethnicity, and age (Zacarian & Silverstone, 2015). Collaborative mentoring that includes teachers, administrators, and professors who function as a network can synergize relationships and address the complex demands of the novice teacher (Mullen, 2000;Vozzo et al, 2004).…”

Section: Mentoring Network: Teachers' Communitiesmentioning

confidence: 99%

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Professional Growth of Novice and Experienced STEM Teachers

Akiri

Dori

2021

J Sci Educ Technol

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The first years of teaching are crucial for novice teachers’ integration into and retainment in the education system. The support they receive from experienced teachers impacts their professional development. Science, technology, engineering, and mathematics (STEM) teachers require specialized support from domain-specific mentors. In this study, we examined how a three-level mentoring support system contributes to STEM novice teachers’ professional growth (PG) and to their mentors. The support system levels are individual mentoring, group mentoring, and mentoring networks. Based on the framework of teachers’ professional development, there are three PG dimensions: personal, professional, and social. Our research goal was to analyze teachers’ professional growth by the various mentoring level and dimension combinations. The study, conducted using a mixed methods approach, included 123 novice and 78 experienced STEM teachers. We examined the novice teachers’ perceptions of their teaching efficacy, the mentoring factors, correlations between the professional growth dimensions, and the contribution of each support level to the growth dimensions. We found that experienced teachers perceive novice teachers’ efficacy as lower than that perceived by the novice teachers. We identified gaps between the mentoring factors described by novice and experienced teachers and a strong correlation between the growth dimensions. All three mentoring support levels facilitate substantive personal, professional, and social growth. Individual mentoring contributes the most to all three growth dimensions, followed by mentoring networks. The contribution of this research is its elucidation of the intertwined support levels, which provide scaffolds for the novice teachers and facilitate the growth of the experienced teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Mentoring Network: Teachers' Communitiesmentioning

confidence: 99%

Professional Growth of Novice and Experienced STEM Teachers

Akiri

Dori

2021

J Sci Educ Technol

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“…Mentors provide trainees with emotional support, help them to adjust to the placement school's culture, develop confidence, and experience success as teachers (Hascher et al ., 2004). They may also catalyse trainees' reflection on their practice and links with theory (Vozzo et al ., 2004).…”

Section: Research Backgroundmentioning

confidence: 99%

Student Teachers' Perceptions of the Effectiveness of their Initial Preparation

Giannakaki

Hobson

Malderez

2011

Euro J of Education

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What influences how well‐prepared student teachers feel towards working in schools upon completion of their initial teacher preparation (ITP)? In order to investigate this question, we used a path analysis using data from a longitudinal study investigating the experiences of trainee and early career phase teachers in England. The data were generated via self‐complete questionnaires and follow‐up telephone interviews with 1,322 trainees. Those on undergraduate or school‐based programmes felt better prepared to work as teachers than one‐year postgraduate trainees, perhaps because the former give higher ratings of the quality of assessment of, and feedback received on, teaching practice, and because of the clarity of theory‐practice links in programmes. Across different kinds of ITP programme, good relationships with school‐based mentors significantly boosted trainees' confidence that their ITP had effectively prepared them for teaching. Trainees' motives for entering the profession and their initial concerns about and expectations of ITP also affected their perceptions of its effectiveness, by shaping the way they experienced aspects of their courses. Implications of these findings for policy and practice in teacher preparation are discussed.

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