Beginning Teachers' Experiences Working with a District-Employed Mentor in a North Carolina School District

Autor/inn/en	Hobbs, Kari S.; Putnam, Jennifer
Titel	Beginning Teachers' Experiences Working with a District-Employed Mentor in a North Carolina School District
Quelle	In: Journal of Organizational and Educational Leadership, 2 (2016) 1, Artikel 2 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2380-0860
Schlagwörter	Beginning Teachers; Mentors; Experience; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; High Schools; Cognitive Processes; Psychological Patterns; Phenomenology; Teacher Attitudes; Beliefs; Rural Schools; School Districts; Interviews; Interpersonal Relationship; North Carolina + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Erfahrung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; Oberschule; Cognitive process; Kognitiver Prozess; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Belief; Glaube; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Interviewing; Interviewtechnik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris's (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews. Nine beginning teachers participated in the study. Their assignments included elementary (n = 4), middle grades (n = 2), and high school (n = 3). Data collection took place at the end of the school year and included Year 1 and Year 2 teachers. The study uncovered four findings related to these beginning teachers: mentors were helpful; mentor scheduling needed improvement; mentor support varied based on each participant's individual school and mentor; and mentors positively impacted teacher self-efficacy through validation. (As Provided).
Anmerkungen	School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01