How different mentoring approaches affect beginning teachers' development in the first years of practice

Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

“…Common literatures on mentoring generally understand that the role of mentoring is associated to a mentor teacher's efforts to provide guidance, advice, and encouragement to an inexperienced mentee (novice teacher) in their induction process to appreciate the culture of teaching profession within school contexts (Ambrosetti, 2014;Leshem, 2012;Richter et al, 2013). This guidance is not exclusive to merely support pre-service teachers in their practicum but also to constructively reshape their beliefs to develop their potentials as teachers (Ambrosetti, 2014;Leshem, 2012;Richter et al, 2013).…”

“…This guidance is not exclusive to merely support pre-service teachers in their practicum but also to constructively reshape their beliefs to develop their potentials as teachers (Ambrosetti, 2014;Leshem, 2012;Richter et al, 2013). The mentors' supports are expected to empower the teacher identity of the pre-service teachers by facilitating them in building up and critically challenging their own beliefs and assumption about teaching (Leshem, 2012).…”

“…The position of being a supervisor often places the mentor in a hierarchical relationship to pre-service teachers which implicitly imparts an understanding of power over the others (Ambrosetti & Dekkers, 2010). This hierarchical relationship, on the one hand, demonstrates the traditional practices of the pre-service teachers supervision which can be described as activities involving socialisation of practicum setting as well as performance-based evaluation (Richter et al, 2013). On the other hand, this hierarchical perspective to some extent can influence the beliefs of mentor teachers in that they perceive their roles as more about to do with fixing pre-service teachers teaching problems (deficiencies) in practicum learning, rather than viewing this as a shared or joint construction with pre-service teachers to find solutions (FeimanNemser, 2001).…”

Políticas y programas de inducción en la docencia en Latinoamérica

“…Los efectos que la figura del mentor tiene en los profesores principiantes son variados: eficacia docente; compromiso; bienestar y mejora de la práctica docente (RICHTER et al, 2013). Los mentores realizan diferentes actividades de acompañamiento con los docentes principiantes.…”

The Native Speaker Programme – The Coin has Two Sides

“…Richter and Kunter et al's (2013) study have found that the effectiveness of mentoring programme in creating successful beginning for novice teachers lies on the quality of mentoring strategies rather than its frequency. In addition, mentoring strategies that employ constructivist approach are superior in producing novice teacher who are effective, enthusiastic, satisfied, and contented, as compared to mentoring strategies that employed transmissive approach (Richter & Kunter et al 2013). The present study confirms this finding since the participants identified constructivist mentoring strategies that promote collaboration, communicative environment, demonstration, exchange of ideas, motivation, learning by doing, hands-on input, and peer teaching to be effective in assisting their professional development.…”