They can do this by involving novice and early career teachers in professional conversations focused on questioning and critical thinking, and sharing relevant research literature and professional readings [9].
This can significantly reduce stress in novice teachers. The selection of mentor teachers should be done with the explicit intent of facilitating skill development for the mentee. Research has identified a number of challenges for both mentors and mentees, and care should be taken when setting up and providing ongoing support for mentoring relationships to ameliorate these challenges.
Challenges for mentors include work overload, anxiety about being observed or not fulfilling their role adequately, feeling isolated [11] , and an element of role conflict in the sense that mentoring involves both supporting and evaluating a mentee [12].
Issues for mentees arise when mentors fail to provide the necessary emotional support, or do not challenge the mentee sufficiently. A major issue that has been identified relates to pedagogical support and learning: for example, mentors may focus on technical and practical problems and steer the mentee into safe and established practices rather than supporting pedagogical understanding and reflective practice.
Langdon, F. Shifting perception and practice: New Zealand beginning teacher induction and mentoring as a pathway to expertise. Professional Development in Education, 37 2 , Whatman, J. Supporting a system-wide shift from advice and guidance to educative mentoring. Wellington: Education Council.
Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2 2 , Mind activity in teaching and mentoring. Teaching and Teacher Education, 21 6 , Coaching leadership: building educational leadership capacity. Best practices in mentoring: complexities and possibilities.
International Journal of Mentoring and Coaching in Education 2, 3, pp. International Journal of Mentoring and Coaching in Education, 5 4 , Teaching and Teacher Education, 25 , — Newly graduated teachers. Wellington: Author. Please provide your email address and confirm you are downloading this resource for individual use or for use within your school or ECE centre only, as per our Terms of Use. Other users should contact us to about for permission to use our resources.
Become a supporter. Thanks for visiting our site. We provide all our resources for FREE. To enable us to continue our work, please take a minute to register. The Educational Hub Bridging the gap between research and practice in education. Sign in. Activities vary between different mentoring programmes. See one to one tuition and peer tutoring. Mentoring has increasingly been offered to young people who are deemed to be hard to reach or at risk of educational failure or exclusion.
The impact of mentoring varies but, on average, it is likely to have a small positive impact on attainment. Positive effects on attainment tend not to be sustained once the mentoring stops, so care must be taken to ensure that benefits are not lost.
It is important to consider how you can support pupils who have benefitted from mentoring to retain positive changes in their confidence and behaviour. Mentor drop-out can have detrimental effects on mentees.
It is important to consider how to support mentors. On average, mentoring appears to have a small positive impact on academic outcomes. The impacts of individual programmes vary. Some studies have found more positive impacts for pupils from disadvantaged backgrounds, and for non-academic outcomes such as attitudes to school, attendance and behaviour. There are risks associated with unsuccessful mentor pairings, which may have a detrimental effect on the mentee, and some studies report negative overall impacts.
Programmes which have a clear structure and expectations, provide training and support for mentors, and recruit mentors who are volunteers, are associated with more successful outcomes. There is no evidence that approaches with a single focus on improving academic attainment or performance are more effective, programmes with multiple objectives can be equally or more effective. It suggests a more collaborative form of mentoring which involves dialogue between the new teacher and the veteran.
As a result, a learning environment is created for both. Mentoring is an important aspect of professional development for educators. As college students, new teachers are exposed to the most recently developed methods in education. The exposure to new ideas often breeds renewed enthusiasm in veteran teachers. Although a personality match between the mentor and new teacher may influence the teaching experience, overall, teachers receive very high evaluations regardless of personality match when making placement decisions.
With proper training and encouragement, new teachers will greatly benefit from the experience and advice their mentors have to offer. However, starting mentoring with clear guidelines and understanding the functions and roles of all parties are crucial to the level of its success. As it takes time to master the craft of teaching and developing teaching expertise, new teachers who experience the positive mentoring period by having all necessary elements in place will be able to start their career with increased confidence, commitment, and enthusiasm.
There must be mutual respect between the veteran teacher and the novice teacher. However, respect does not come instantly; it takes time. Mutual trust is also important. A new teacher must be able to express doubts, anxieties, and fears without being judged. If the apprentice commits a mistake, the mentor can provide feedback in a constructive, reassuring way. You get to know a person on a more personal level by listening. When mentors listen, they can have a better understanding of what areas need improvement and pinpoint exactly how they can assist the new teacher.
Mentors spur growth by introducing new ways of thinking and pushing new teachers outside of their comfort zone. They present new teaching methods and provide tips on how to handle various situations inside and outside the classroom. By doing so, mentors help new teachers develop and grow as educators. It is mutually beneficial for mentors and new teachers to work together because everybody will walk away with new and improved strategies, ideas, and learnings.
The bond between them will also be strengthened when they both bring ideas to the table. In some instances, a mentor can also take the role of a personal life coach. Sometimes, new teachers carry emotional baggage and personal problems when they go to work. By showing empathy, mentors can win over the trust of their apprentice.
Sometimes, a college degree is not enough to prepare new teachers for the challenges inside and outside the classroom, leaving them wanting in knowledge and skills. Mentors can help new teachers improve teaching skills, increase resiliency, enhance communication skills, and boost self-confidence.
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