Complexities Involved in Mentoring Towards a High-Leverage Practice in the Induction Years

Document Type

Article

Publication Date

2013

Publication Source

Teachers College Record

Volume Number

115

Issue Number

10

First Page

1

Last Page

34

Publisher

Teachers College

Abstract

Background/Context: For years mentoring has been promoted as an essential element of effective induction programs. Since research reports of the impact of mentoring have been uneven, it is critical to closely examine the complex aspects that could affect the ways teachers enact ideas into the practice of mentoring. This study is about mentor teacher learning that supports beginning teacher development. This research examines two teachers as they learned to mentor toward a targeted practice of helping novices lead discussions.

Keywords

Beginning Teacher Development, Mentoring, Education, Induction Mentors

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