Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts

Naidoo, Loshini; Wagner, Sharon

doi:10.1016/j.tate.2020.103185

Cited by 13 publications

(6 citation statements)

References 55 publications

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“…P38"s disclosure aligns with the findings of Naidoo and Wagner (2020), who interrogated the extent to which mentors within the Australian context shape preservice teachers to become successful professionals in disadvantaged school communities. It can therefore be deduced that preservice teachers are likely to accumulate a multitude of skills if mentored by an experienced teacher, as seen in the next excerpt:…”

Section: Mentor Teachers' Teaching Experience and Personal Characteristicsmentioning

confidence: 66%

Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

Jita¹,

Munje

2021

IJHE

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Mentor teachers are instrumental in teacher preparation programs during the teaching practice of preservice teachers that involves mentor-mentee relationships. This qualitative paper reports on the mentoring experiences of preservice teachers during eight weeks of teaching practice in 2020 using Gibbs’ experimental learning as a conceptual framework. Forty-five preservice teachers participated in a reflective exercise, sharing their stories through reflective essays guided by open-ended questions. A thematic approach was used in data analysis. Findings indicated that mentors’ experiences and personal characteristics, and abilities to create opportunities for growth influenced the preservice teachers’ experiences during teaching practice. The mentees’ perceptions toward mentor-mentee relationships also influenced their experience. Based on the findings, it is important to upskill mentors to equip them with professional and mentorship ethics to enable preservice teachers to acquire the requisite skills that will better prepare them as future professional teachers. The findings of this study can be useful in the process of developing professional development of mentors prior to teaching practice.

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Section: Mentor Teachers' Teaching Experience and Personal Characteristicsmentioning

confidence: 66%

Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

Jita¹,

Munje

2021

IJHE

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“…As previously mentioned, this study is part of a longitudinal research program focused on examining trends in beginning teacher experiences in Alberta. It is designed around a common set of research-based professional and personal factors often considered when studying early career teaching experiences ( Andreychuk, 2019 ; Mansfield et al., 2016 ; Naidoo & Wagner, 2020 ; Walker & Kutsyuruba, 2019 ). Core questions that underscore each factor were developed for standard administrations with additional questions later developed and added, as warranted, to further assist the ATA to better understand how to address particular socio-political and economic conditions that may impact beginning teachers in the province.…”

Section: Resultsmentioning

confidence: 99%

“…It has been shown that teacher retention is often highest when there are adaptive professional and personal factors ( Clandinin et al., 2015 ; Mansfield et al., 2014 ; Schafer, 2013 ). For early career teachers, professional factors of particular importance include high quality pre-service teacher programming, mentorship and professional development opportunities, collegial working relationships while in the field, and student and parental support (e.g., Kurtz & St. Maurice, 2018 ; Naidoo & Wagner, 2020 ; Walker & Kutsyuruba, 2019 ). In regard to personal factors, early career teachers should be provided with ample opportunities to develop coping strategies, communication skills, and stress management skills through workshops, mental health supports, and personal relationships (e.g., Andreychuk, 2019 ; Mansfield et al., 2016 ; McKay, 2019 ; Squires, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Factors that influence beginning teacher retention during the COVID-19 pandemic: Findings from one Canadian province

Gunn

McRae

Edge-Partington

2023

International Journal of Educational Research Open

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“…Some authors propose that specific personal resources, such as adaptability to change, which is in turn linked to humanization and mental health (Aslam, 2016), enhance occupational commitment. Teachers who possess adaptation strategies to address changes and the pressures of teaching are more adept at mitigating exhaustion, stress, and anxiety (Bowles & Arnup, 2016;Johnson et al, 2014;Kearney, 2016;Mansfield et al, 2014;Mansfield et al, 2014;Naidoo & Wagner, 2020). Concerning mental health, a limited capacity to adapt to changes among teachers has been associated with increased levels of anxiety and stress due to the challenge these professionals encounter in distancing themselves and managing the emotions and tensions stemming from their job performance.…”

Section: Humanización Adaptación Al Cambio Y Salud Mental En Docentes...mentioning

confidence: 99%

Humanization, Adaptation to Change, and Mental Health in Teachers in Three European Countries

Molero,

Martos,

Pérez-Fuentes

et al. 2024

The European Journal of Psychology Applied to Legal Context

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Background: The aim of this study was to explore the relationships between humanization, adaptability to change, and mental health in European teachers (Spanish, Portuguese, and Italian teachers), as well as the relationship between humanization and mental health in teachers through the analysis of the mediating role of adaptability to change. Method: A cross-sectional descriptive study was conducted with teachers from three European countries (Spain, n = 263; Portugal, n = 344; and Italy, n = 287). The Healthcare Professional Humanization Scale (HUMAS), General Health Questionnaire (GHQ-28), and the Adaptation to Change Questionnaire (ADAPTA-10) were administered. Results: In all three countries, negative associations were observed between humanization and the presence of problematic symptoms. With respect to the adaptability to change factors, humanization showed negative associations with the emotional factor and positive associations with the cognitive-behavioral factor. Comparative mean analysis revealed differences in humanization, the emotional factor of adaptability to change, and the presence of problematic symptoms. Finally, the mediation models showed the absence of a direct effect in the relationship between humanization and the presence of GHQ-28 symptomatology when it was mediated by the emotional factor (Spanish and Portuguese sample). In the Italian sample, the direct effect of humanization-GHQ-28 symptomatology was significant, with a smaller proportion of the indirect effect of the emotional factor acting as a mediator. On the other hand, when considering the cognitive-behavioral factor as a mediator, the same result was obtained for all three countries: a negative direct effect between humanization and GHQ-28 symptomatology, with no mediation by the cognitive-behavioral factor. Conclusions: The need to improve training in humanization competencies lies in the potential protective function that these competencies can have on the mental health of teachers.

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Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts

Cited by 13 publications

References 55 publications

Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

Factors that influence beginning teacher retention during the COVID-19 pandemic: Findings from one Canadian province

Humanization, Adaptation to Change, and Mental Health in Teachers in Three European Countries

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