“Change happens at the speed of trust”: Context-attentive mentoring for early career teachers

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-30 DOI:10.1016/j.tate.2024.104817

Beth Maloch , Elizabeth Ries , Jessica Murdter-Atkinson , Audrey Wright , Kerry Alexander , Melissa Mosley Wetzel

引用次数: 0

Abstract

This study examines the mentorship of early career teachers (ECTs) in a public University-District Induction Program (UDIP) in the southwestern United States. Utilizing a sociocultural theory framework, we analyzed the approaches of six university-employed mentors, called External Mentors (EMs), as they engaged with more than 100 ECTs. We discuss how EMs, as external to the district, uniquely supported ECTs through responsive mentorship amidst the challenges of COVID-19 and shifting school contexts. Informed by our findings, we provide principles for context-specific mentoring that can guide future teacher induction programs and highlight the need for more research on mentor perspectives across diverse school contexts.

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"变化发生在信任的速度上"：针对职业生涯初期教师的情境式辅导

本研究探讨了美国西南部公立大学-学区入职培训项目（UDIP）中对早期职业教师（ECTs）的指导。利用社会文化理论框架，我们分析了六位大学聘用的导师（称为外部导师（EMs））在与 100 多名早期职业教师接触时所采取的方法。我们讨论了外聘导师作为校区的外部力量，如何在 COVID-19 的挑战和不断变化的学校环境中，通过有针对性的指导，为幼儿教师提供独特的支持。根据我们的研究结果，我们提出了针对具体情况的指导原则，以指导未来的教师入职培训项目，并强调需要对不同学校背景下的指导视角进行更多研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.