How Feedback from Mentor Teachers Sustained Student Teachers through Their First Year of Teaching

Wexler, Lindsay Joseph

doi:10.1080/01626620.2019.1675199

Cited by 10 publications

(6 citation statements)

References 45 publications

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“…Secondly, during the induction phase, mentors play a signifi cant role in guiding the teachers. And literature (Feiman-Nemser, 2001;Gilles et al, 2018;Hobson et al, 2009;Mitchell et al, 2021;Wexler, 2019) has focused on mentoring and collaboration during the induction phase. The absence of mentoring, observation, and consequent limited collaboration among teachers corroborate the fact that the concept of mentoring has not been practised in the schools and colleges; rather, it has been conceptualised as a theoretical construct.…”

Section: Discussionmentioning

confidence: 99%

“…Mentors can also help new teachers by sharing professional knowledge which ultimately facilitates new teachers' construction of professional and individual identity (Paor, 2017). Through mentoring, novice teachers then learn how to accept critical feedback and use it to improve their instructional practices (Wexler, 2019). Additionally, teacher leadership can be developed through quality induction programmes and mentoring (Gilles, Wang, Fish, & Stegall, 2018).…”

Section: Mentoring In the Induction Phasementioning

confidence: 99%

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EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations. Teachers’ induction phase is immensely signiﬁcant as they make a transition to the teaching profession. Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006). The key ﬁndings included a three-segment teacher recruitment mechanism, absence of pre-service teacher preparation and adequate initial training, varied initial experiences of teachers, no mentoring and observation, limited collaboration, and inadequate opportunity for professional development. Moreover, the ﬁndings also revealed that many such teachers are confused regarding their career because of discrepancies between pre-service perceptions and in-service actualities, lack of required support and resources for novice teachers, the signiﬁcance of teachers’ proactive role in induction, and their confusion about career planing.

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Section: Discussionmentioning

confidence: 99%

Section: Mentoring In the Induction Phasementioning

confidence: 99%

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Rouf

2022

J NELTA

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“…Wexler (2020a) explains feedback as essential information that a mentor teacher provides to a mentee, intending to provide professional development to improve their work performance. Feedback can be formal or informal, written or verbal.…”

Section: Mentoringmentioning

confidence: 99%

Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

Mokoena,

van Tonder

2024

IJEM

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PurposeThis paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.Design/methodology/approachThe researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.FindingsBeginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.Research limitations/implicationsThe first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.Practical implicationsThe presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.Social implicationsWe contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.Originality/valueBased on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

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“…For example, Chaney et al (2020) found NTs benefitted from consistent, monthly support. The support can be provided in the form of mentoring, assistance in lesson planning, networking, collaboration, professional development, and the implementation of effective pedagogical strategies (Chaney et al, 2020;Lisenbee & Tan, 2019;Wexler, 2020). In the same vein, supportive conversations, such as structured dialogues can help to refine and enhance teaching practices, promoting both self-reflection and supportive conversations (Linton & Grant, 2020).…”

Section: The Importance Of Effective Induction and Mentoring Practicesmentioning

confidence: 99%

“…In sum, novice teachers want to discuss their experiences and challenges with other educators. This process has been shown to aid NTs in advocating for their own professional growth via feedback (Wexler, 2020).…”

Section: The Importance Of Effective Induction and Mentoring Practicesmentioning

confidence: 99%

Novice Teachers Navigating Mentoring Relationships in the United States

Sydnor

2023

childstudies

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Amid the national teaching shortage in the United States, it is now more critical than ever to sustain teachers. Consequently, the purpose of this study is to understand which mentoring experiences and induction support can aid in this objective. Framed by Bakhtin’s theory of dialogism, this study's longitudinal, qualitative nature explores the experiences of novice teachers (NTs) in elementary schools in the United States whose critical first years occurred amid a global pandemic. More specifically, we focus on the formal and informal support they experienced while becoming a teacher. Analysis of the data, which included in-depth interviews with the NTs revealed two key themes: 1) deprioritizing mentoring, and 2) inconsistencies in mentoring. The implications of this study aim to extend the existing literature, offering action-based evidence to improve mentoring and induction. Focusing on the retention of NTs via support and mentoring benefits the field now and into the future.

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How Feedback from Mentor Teachers Sustained Student Teachers through Their First Year of Teaching

Cited by 10 publications

References 45 publications

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations

Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

Novice Teachers Navigating Mentoring Relationships in the United States

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