Next generation mentoring: Supporting teachers beyond induction

Bressman, Sherri; Winter, Jeff; Efron, Sara

doi:10.1016/j.tate.2018.04.003

Cited by 69 publications

(45 citation statements)

References 17 publications

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“…To that end, a network was built, its vertices standing for the academic teaching staff members of the Department that were assigned reference numbers (No. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16]; the arcs between the vertices stand for the mentoring potential level of each member. The graph refl ects is analytically represented in Equation 5.…”

Section: Resultsmentioning

confidence: 99%

“…is the average priority value upon all the criteria; n is the number of criteria. (4) where v is the coeffi cient of variation of assessments; ϭ is the standard deviation of the mentoring potential assessments;…”

Section: Methodsmentioning

confidence: 99%

“…Another group of scientists consider mentorship as the process of adjusting a new employee and developing them as an effective performer [18,19,20]. Such a position reduces the insight into mentorship only to psychological factors of perception by new employees of the process of their professional becoming, whereas the learning factor of mentoring process and the teacher-student cooperation is excluded, while being the basis of the mentoring mechanism and potential [4]. A training process is based on professional implementation of real-world practical tasks a mentee performs under the guidance of a highly trained professional, having the opportunity to constantly use the experience and opinion of the professional experienced in the work as a reference.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The goal of mentorship is professional development of young specialists and a higher level of their adaptation in educational institutions, which in turn reduces staff turnover and positively affects the image of organizations and their activities [1,2,3]. It would signifi cantly enhance the creative potential of both young professionals and the current employees, involving them in the corporate culture of the university [4]. In the Russian Federation, providing a mechanism for professional adaptation of newcomers in higher education institutions through the introduction of a mentoring system is defi ned as one of the main priorities to be addressed by the state recruitment policy of Russia, which is stipulated in the Concept of Federal Targeted Program for the Development of Education for 2016-2020 [5].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Approach to development of mentoring potential in technical universities through the example of the Ural Region of the Russian Federation

Guryanova¹,

Burilkina²,

Martynova³

et al. 2018

J Appl Eng Science

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New Federal State Higher Educational Standard introduces signifi cant changes in the sense of purpose of education and overburdens professional adaptation of a starting teacher. In this regard, introduction of effective methods for developing a mentoring mechanism in the higher education system is updated. The goal of the research was to develop an approach to the defi nition and development of the mentoring potential in higher education institutions through the example of the Ural Region of the Russian Federation. Interviewing helped to analyze the need for mentorship and the level of its potential in universities of the Ural Region. A system of criteria for assessing the potential of a mentor in higher school was substantiated and structured. Using Harrington's scale, qualitative levels of the potential of a young professional's mentor in higher education institutions were determined based on quantitative scores. A mentor identifi cation model was proposed, taking into account qualitative and quantitative criteria of the mentoring potential. A system of optimization measures for developing the mentoring mechanism in the higher education system of the Ural Region was substantiated. Practical implementation of the fi ndings would facilitate effective adaptation of young professionals to teaching activities and develop their pedagogical potential.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Approach to development of mentoring potential in technical universities through the example of the Ural Region of the Russian Federation

Guryanova¹,

Burilkina²,

Martynova³

et al. 2018

J Appl Eng Science

View full text Add to dashboard Cite

show abstract

“…The European Commission/EACEA/Eurydice (2018) has pointed out the importance of adapting to new challenges in the teaching environment. In order for teachers to adapt to their environment, lifelong professional development and wellstructured support systems for teachers are needed (see also, e.g., Bressman, Winter, and Efron 2018;Livingstone 2012). As this study indicates, teachers' growth relies on both their independent activity and the resources offered by others.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ changing work and support needs from the perspectives of school leaders and newly qualified teachers in the Finnish context

Harju

Niemi

2018

European Journal of Teacher Education

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Teachers operate amidst continuous societal changes that transform schools. In response, teachers must acquire wide-ranging professional competences to work in complex school situations while cooperating with numerous partners both within and outside the school. This study examines how teacher growth and the new demands of the teaching profession appear from the perspectives of school leaders and newly qualified teachers. The aim is to investigate in which professional competences new teachers require support at the beginning of their careers. After presenting various theoretical reflections, we analyse the empirical data of Finnish school leaders (N = 104) and new teachers (N = 145) using quantitative and qualitative methods. The results indicate that new teachers particularly require support when working with diverse student groups and in order to provide holistic support for students' learning. New teachers also need support in facing conflict situations in schools and in working with partners, both within and outside the school community. The results provide important knowledge for the induction phase of teachers' careers.(2018) summarised the core competences generally considered important for twentyfirst-century citizens. These competences include creativity, innovation, critical thinking, problem-solving capabilities, communication skills, collaboration, information and digital literacy, conflict resolution, and social and inter-cultural skills. These kinds of competences are more generic than typical subject matter-based objectives and thus require teachers to master new kinds of skills (see, e.g., Saavedra and Opfer 2012).Schleicher (2012) argued that the learning of routine cognitive skills is no longer relevant because these skills are easy to digitise, automate, and outsource. Instead, teaching more complex knowledge and skills that support students' deep understanding is essential. Teachers play an important role in students' lives and futures. According to Darling-Hammond (2010) and Wei et al. (2009), to best support students' learning processes, teachers' professional development should be organised in such a way that it may enhance twenty-first-century learning and strong professional practice. Newly qualified teachers at the beginning of career-long developmentNewly qualified teachers (NQTs) immediately face numerous professional demands upon starting work. Several studies have addressed the significance of the first working years (e.g., Engvik and Emstad 2017; Kearney 2015; Voss et al. 2017), known as the induction phase (Geeraerts et al. 2015). While this period is vital for teachers' lifelong professional development (Geeraerts et al. 2015), it can also cause emotional exhaustion (Voss et al. 2017), partly because teacher-education programmes cannot fully prepare NQTs for the realities of the profession (Heikkinen, Jokinen, and Tynjälä 2008).According to Fransson and Gustafsson (2008), this failure results from the everchanging character of teachers' work as well as the very nature of knowledg...

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The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role

Curtis,

Nguyen,

Larsen

et al. 2024

British Educational Res J

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Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous research has reported on mentors’ differing perspectives on their role, we take a unique approach to this issue. In this paper, we explore the ways in which both mentors and ECTs understand the mentor role. We argue that where mentor and ECT understandings are in tension, the productive outcomes of mentoring for both the mentor and ECT are undermined. Drawing on Positioning Theory we report findings from the thematic analysis of 31 online interviews with 16 mentors and 15 ECTs in Australia. We found that while ECTs and mentors hold some common positionings, some significant differences were noted. These findings highlight the need to extend opportunities to learn about the mentoring role to include ECTs.

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Next generation mentoring: Supporting teachers beyond induction

Cited by 69 publications

References 17 publications

Approach to development of mentoring potential in technical universities through the example of the Ural Region of the Russian Federation

Approach to development of mentoring potential in technical universities through the example of the Ural Region of the Russian Federation

Teachers’ changing work and support needs from the perspectives of school leaders and newly qualified teachers in the Finnish context

The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role

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