The Impact of Mentoring Pre-Service Teachers on the Mentor.

This study examined new teacher’s reflections of the relevance of mentoring, including the identification of experiences which held meaning as defined by teachers. Specifically, this study explored what makes mentoring unique and how teachers defined their own individual and personal development as a result of having been mentored.

An explanatory case study was employed to explore the perceptions of the influence of coaching and mentoring programs on new first year teachers. The research was conducted at a private Catholic high school in Southern California.

These data were analyzed to determine the perceptions of mentor teachers regarding mentoring strategies used to enhance teacher development, benefits obtained from working in a PDS, and support and guidance strategies used by the university to enhance the work of mentor teachers in a PDS. Results revealed that mentor teachers were willing and.

Retaining novice teachers in today’s educational system is proving to be extremely difficult. In schools of poverty, this challenge is much more difficult. The purpose of this qualitative study was to examine the effectiveness of a district-mandated teacher mentoring program in a Central Arkansas School District in regards to skills, dispositions, and retention. Eight novice teachers who.

This dissertation, a descriptive study of a beginning teacher mentoring program in a public school district in Central Virginia, examined the perceived effectiveness of the mentoring program in its support of beginning and new-to-district.

This Introduction to Mentoring was produced as a general guide for prospective mentors and mentees who are interested in engaging in professional developmental relationships. 5 MENTORING DEFINED A mentor is an individual with expertise who can help develop the career of a mentee. A mentor o en has two primary functions for the mentee.

Student Teacher Perceptions of the Impact of Mentoring on Student Teaching Lori K. Bird Minnesota State University, Mankato This Dissertation is Submitted in Partial Fulfillment of the Requirements for the.

This mixed-methods action research study explored the congruence between mentor and mentee perceptions of the importance and effectiveness of 12 district-specific focus areas of mentor support. While reviewing current data pertaining to teacher attrition, the researcher observed a limited availability of investigations relating to the perceived role of the mentor teacher based on the.

The Reflective Guide to Mentoring and Being a Mentor is divided into six chapters: 1. Introduction What (s the purpose of mentoring? 3. How well does our school context support mentoring? 4. What kind of mentor do I want to be? 5. What do I need to know and do as a mentor? 6. What does the international research say about effective mentoring?

Professional Friendship, which I previously began developing in a study of mentoring in the Probation Service (Gardiner 1996, p. 5), to better understand mentoring more broadly. The concept aims to identify a series of core components that indicate success in mentoring relationships, perhaps to differing degrees, in all mentoring relationships?

There have been increases in both teacher turnover and the number of new- or early-career teachers as the leading demographic of educators within schools across the United States. In order to allow new teachers to be best prepared for teaching positions within their schools, districts implement systematic induction procedures whose key component consists of a mentoring program.

A single case design was employed to explore the implementation of the new teacher induction and mentoring program (NTIMP) from the perspective of new teachers who participated in the program. The district the researcher studied for this single case study had been experiencing a high teacher turnover. To reduce this problem, an NTIMP was implemented in the district.