Mentoring and the retention of newly qualified language teachers. Brown, Kim; Cambridge Journal of Education, Vol 31(1), 2001. pp. 69-88. [Journal Article]
| Abstract: | Much of the recent literature on mentoring has focused on generic issues. This article looks at subject-specific issues in mentoring from the perspective of 6 newly qualified modern language teachers in their 1st-yr of teaching. While the majority of teachers in the sample expressed dissatisfaction with the quality of the mentoring they received, most progressed successfully into their 2nd-yr of teaching. The findings suggest that conventional conceptions of mentoring may only be a marginal factor in the survival of these teachers in their 1st-yr. Conflicts over language teaching methodology, in particular, emerge as a contributory factor in the breakdown of relationships between these teachers and their mentors. Equally, it is in terms of their own pedagogical skills and of a clearly established rationale for their practice in the language classroom that these newly qualified teachers express their confidence and their ability to survive without formal support. The implications of these findings are discussed in the light of the introduction of new requirements for induction of newly qualified teachers and in particular with reference to the selection of induction tutors in school. (PsycINFO Database Record (c) 2002 APA, all rights reserved) |
| Classification: | Occupational Interests & Guidance (3610) |
| Population: | Human (10) |
| Age Group: | Adulthood (18 yrs & older) (300) |
| Form/Content Type: | Empirical Study (0800) |
| Special Feature: | References (300) Peer Reviewed (600) |
| Publication Type: | Journal Article (250); Print (Paper) |
| Release Date: | 20010523 |
| Accession Number: | 2001-17025-005 |