A Mentoring Experience: From the Perspective of a Novice Teacher

Autor/in	Gholam, Alain
Titel	A Mentoring Experience: From the Perspective of a Novice Teacher
Quelle	In: International Journal of Progressive Education, 14 (2018) 2, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Beginning Teachers; Beginning Teacher Induction; Qualitative Research; Case Studies; Teacher Attitudes; Practicums; Questionnaires; Summer Programs; Barriers; Mentors; Teacher Effectiveness; College Faculty; Foreign Countries; Masters Programs; Interviews; Student Teachers; United Arab Emirates + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerverhalten; Practicum; Praktikum; Praktika; Fragebogen; Sommerkurs; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fakultät; Ausland; Magister course; Magisterstudiengang; Interviewing; Interviewtechnik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Vereinigte Arabische Emirate
Abstract	Beginning teachers experience a variety of challenges and difficulties as they struggle to develop and progress in their teaching career. The following qualitative case study focused on a novice teacher's perceptions concerning the mentoring experience she received in her practicum course at the American University in Dubai. The study was guided by the following two research questions: (1) What difficulties and challenges did the novice teacher face during her first year of teaching? and (2) What were the novice teacher's perceptions of the mentoring strategies implemented in her practicum course? A questionnaire was sent to the participant during the summer break, and she was asked to answer demographic questions regarding the school and classroom she was teaching in. She was also required to answer in-depth questions regarding the difficulties and challenges she faced as a beginning teacher, the follow up sessions with her mentor, and her perceptions of the mentoring experience. Analysis of the data revealed three themes: difficulties and challenges of a new teacher, lessons from a mentoring experience, and characteristics of an effective mentor. The findings associated with this study are crucial in raising the awareness of school leaders to the needs of beginning teachers. This is an essential step towards working on designing and implementing effective mentoring programs that meet the needs and concerns of beginning teachers. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01