An Exploratory Study of STEM Teachers' Mentorship Networks

Autor/inn/en	Alemdar, Meltem; Cappelli, Christopher J.; Gale, Jessica; Boice, Katherine L.
Titel	An Exploratory Study of STEM Teachers' Mentorship Networks
Quelle	In: International Journal of STEM Education, 9 (2022), Artikel 64 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alemdar, Meltem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40594-022-00383-7
Schlagwörter	STEM Education; Beginning Teachers; Science Teachers; Teacher Characteristics; Mentors; Social Networks; Social Support Groups; Program Design; Teacher Education Programs; Teacher Persistence + Suchen Sie Ihr Suchwort? STEM; Junior teacher; Junglehrer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Social network; Soziales Netzwerk; Social support; Soziale Unterstützung; Programme design; Programmaufbau; Programmplanung
Abstract	Background: The Noyce Scholarship Program was created to attract and retain science, technology, engineering, and mathematics (STEM) teachers in high-need schools. Teacher support networks, and specifically mentorship support, have been linked to increased retention of high-quality teachers in the classroom. Using a sample of Noyce teachers, we used a multilevel model to explore how the characteristics and composition of novice teachers' support networks are related to the likelihood that they receive mentorship support, and further, how characteristics common among Noyce programs are related to mentorship support. Results: Findings suggest that the characteristics and composition of a teacher's network, as well as certain Noyce program characteristics, contribute to the likelihood that teachers receive mentorship support from their larger support network. Implications: The results of this study highlight the importance of considering how the design of teacher preparation programs may contribute to continued mentorship support for early career teachers, and ultimately, their retention in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01