Mentoring Matters: Mentoring New Teachers--What Teacher Education Programs Can Do to Help

Autor/inn/en	Fiene, Judy; Wehman, Therese; Brannon, Diana; Jares, Dan; Burke, Lisa; Young, Mary Jo
Titel	Mentoring Matters: Mentoring New Teachers--What Teacher Education Programs Can Do to Help
Quelle	In: English Journal, 98 (2009) 6, S.92-94 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Mentors; Teacher Education Programs; Graduates; Preservice Teachers; Beginning Teachers; Teaching Methods; Alumni; Higher Education; Professional Development + Suchen Sie Ihr Suchwort? Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	New teachers often maintain informal contacts with classmates and instructors from their teacher training programs. It is common for teachers in training to rely on peers and instructors for support and guidance when they are in school. An abrupt break from those contacts can be a significant loss for new teachers who are attempting to find their way in a new profession. When college or university personnel maintain contact with their graduates as they begin teaching, they serve an important role. If a college or university follows graduates at the start of their teaching careers, the implied message is that what they do as teachers is so important that the university is going to follow them as they begin in the profession. Many colleges and universities do maintain follow-up contact with their graduates. The effort requires a good deal of commitment, and the process can be time consuming. Judy Fiene, Therese Wehman, Diana Brannon, Dan Jares, Lisa Burke, and Mary Jo Young offer suggestions for initiating and sustaining an alumni support group, and share their insights about the value that such groups bring to new teachers. The authors believe that providing a professional learning community for alumni is a natural extension of the work of teacher educators. Providing new teacher alumni with ongoing support, a place to network with other new teachers, and an arena to engage in creative problem solving, helps them along their journey as reflective teachers who can critically examine their teaching practices and make changes in those practices. The result, the authors conclude, can be more reflective, confident, and qualified teachers who are able to inspire and teach both their students and their colleagues. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10