Mentoring Beginning Teachers: What We Know and What We Don't

Autor/inn/en	Hobson, Andrew J.; Ashby, Patricia; Malderez, Angi; Tomlinson, Peter D.
Titel	Mentoring Beginning Teachers: What We Know and What We Don't
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 1, S.207-216 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.09.001
Schlagwörter	Mentors; Beginning Teachers; Teacher Educators + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring, and suggests that the key to maximising the former and minimising the latter lies in the realization of a number of conditions for successful mentoring, such as the effective selection and preparation of mentors. We also highlight a number of limitations in the current evidence base on beginner teacher mentoring. Some implications, for the practice of teacher educators, for policy-makers and for future research, are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10