Mentoring and Beginning Teachers' Workplace Learning

By M. Carter, R. Francis. 2001

193 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/518b03d05a2f643f3671e1c76c24465cb454fc17

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Citations in the corpus

Mentoring beginning teachers: What we know and what we don't (2009, background): “Some studies have suggested that mentoring is an important and effective, perhaps the most effective, form of supporting the professional development of beginning teachers (e.g. Carter & Francis, 2001; Franke & Dahlgren, 1996; Marable & Raimondi, 2007; Su, 1992).”
Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention (2012, background): “Three studies (Beutel & Spooner-Lane, 2009; Carter & Francis, 2001; Hellsten, Prytula, Ebank, & Lai, 2009) included teachers involved in formal or informal mentoring.”
Student teachers' team teaching: Models, effects, and conditions for implementation (2014, background): “This support can be provided by a mentor (Carter & Francis, 2001) or a peer (Kurtts & Levin, 2000).”
Examining mentors' practices for enhancing preservice teachers' pedagogical development in mathematics and science (2007, background): “Although some mentoring can emerge naturally, educators must ensure that mentoring is not left to chance (Carter & Francis, 2000; Ganser, 1996).”
Teacher Retention and Attrition: Views of Early Career Teachers (2013, background): “Carter and Francis (2001) concluded that positive experiences and continuing professional learning were associated with mentoring that was collaborative and encouraged reflection in the workplace.”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “…acquired from the program coursework into teaching practices (Hashweh, 2013; Wilson, 2013) while managing the complex and dynamic character, norms, and demands of the workplace to sustain and create an optimal learning environment for their own students (Avalos, 2011; Carter & Francis, 2001).”
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, background): “Moreover, group and individual feedback (Scantlebury et al., 2008) as well as support for student teachers are provided by mentors (Carter & Francis, 2001); however, peers are more frequently helpful for student teachers than mentors (Hsu, 2005), who play a less direct role in the PBL method…”