Functions and relational aspects of mentoring for novice teachers during the second year of teaching

Hila Vaitzman Ben-David, Izhak Berkovich

פרסום מחקרי: פרסום בכתב עתמאמרביקורת עמיתים

תקציר

Growing numbers of school systems and employers now provide and mandate mentoring for novice teachers. Most studies, however, have focused on the extensive mentoring provided during the first year of teaching, and not on mentoring in the following years. There is little research on the functions and on the relational aspects of mentoring new teachers. To address these issues, the present study implemented a qualitative approach. Semi-structured interviews were conducted with 35 Israeli novice teachers during their second year of teaching supported by a mentor. The findings shed light on the perceived meanings of the role of mentoring and the types of relationships that develop between the mentors and novice teachers in their second year of teaching. The theoretical and practical implications of the findings are discussed.

שפה מקוריתאנגלית
עמודים (מ-עד)549-560
מספר עמודים12
כתב עתJournal of Education for Teaching
כרך48
מספר גיליון5
מזהי עצם דיגיטלי (DOIs)
סטטוס פרסוםפורסם - 2022

הערה ביבליוגרפית

Publisher Copyright:
© 2021 International Review of Finance Ltd.

טביעת אצבע

להלן מוצגים תחומי המחקר של הפרסום 'Functions and relational aspects of mentoring for novice teachers during the second year of teaching'. יחד הם יוצרים טביעת אצבע ייחודית.

פורמט ציטוט ביבליוגרפי