Functions and Relational Aspects of Mentoring for Novice Teachers during the Second Year of Teaching

Autor/inn/en	Vaitzman Ben-David, Hila; Berkovich, Izhak
Titel	Functions and Relational Aspects of Mentoring for Novice Teachers during the Second Year of Teaching
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 5, S.549-560 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.2017234
Schlagwörter	Mentors; Beginning Teachers; Beginning Teacher Induction; Foreign Countries; Teacher Role; Teacher Attitudes; Program Effectiveness; Israel + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Ausland; Lehrerrolle; Lehrerverhalten
Abstract	Growing numbers of school systems and employers now provide and mandate mentoring for novice teachers. Most studies, however, have focused on the extensive mentoring provided during the first year of teaching, and not on mentoring in the following years. There is little research on the functions and on the relational aspects of mentoring new teachers. To address these issues, the present study implemented a qualitative approach. Semi-structured interviews were conducted with 35 Israeli novice teachers during their second year of teaching supported by a mentor. The findings shed light on the perceived meanings of the role of mentoring and the types of relationships that develop between the mentors and novice teachers in their second year of teaching. The theoretical and practical implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01