Mentoring beginning teachers: What we know and what we don't

By A. Hobson, P. Ashby, Angi Malderez, P. Tomlinson. 2009

1,079 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/558d5d4349818675564079a1346cf5db32462f1d

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In Education

Citations in the corpus

Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership (2018, background): “Learning from the British (Hobson et al., 2009) and Canadian school systems (Cates, 2012), city and/or district educational bureaus might also consider the incorporation of emotional intelligence skill building and instructional leadership as an ongoing element of leadership professional development”
Antecedents of Norwegian beginning teachers’ turnover intentions (2015, background): “Finally, the present study indicates a need to pay more attention to the mentoring of beginning teachers (Hobson et al., 2009), the mentorship selection process, hiring practices, and district-sponsored supports as positive factors necessary for beginning teachers to grow in the profession (Fantilli”
Strategies for mentoring pedagogical knowledge (2013, methodology): “Considering that mentoring is largely variable and can “have the potential to do harm” (Hobson et al., 2009, p. 214), providing mentors with a well-designed mentoring program can assist in facilitating a more effective mentoring process (see Hudson & McRobbie, 2004, for a control-experiment…”
Teacher shortage and attrition: Why do they leave? (2016, background): “…and shortages, the existing literature most often suggests the need for greater attentiveness to the beginning teachers’ entry into the profession (Hobson et al ., 2009; Avalos, 2011) through, for example, mentoring arrangements and supportive feedback for newcomers in their school environment…”
Teacher peer support in social network sites (2016, background): “However, these benefits are only realised where the mentoring is “fit for purpose and addresses, and is responsive to, the needs of the mentee/learner” (Hobson et al., 2009, p. 212), i.e. where the conditions for effective mentoring are met.”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “Furthermore, we expected the mentor to play a crucial role in supporting beginning teachers (Fantilli & McDougall, 2009; Hobson et al., 2009) and expected that if the mentor–mentee interaction was characterized by a constructivist approach, this would buffer the increase in emotional exhaustion…”
The practicum in preservice teacher education: a review of empirical studies (2013, background): “On mentoring of beginning teachers, Hobson et al. (2009) indicated mentors’ lack of time, knowledge, and preparation.”
Forming the Mentor-Mentee Relationship (2016, background): “In a mixed-method study, Hudson (2013) found that experienced mentor teachers want specific desirable mentee attributes such as: enthusiasm for teaching, being personable for relationship building (not just with the mentor but also with students, staff and parents), displaying commitment to children”
Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis (2015, background): “This is an open access article u this context, it has been claimed that the preparation of mentors has to be a priority for policymakers, teacher educators and researchers (Hobson et al., 2009).”
Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “From an extensive research review, Hobson et al. (2009) conclude that the extent to which mentor teachers are able to address mentees’ learning needs is an important factor in the success of mentoring.”
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies (2021, background): “It has repeatedly been shown that mentoring beginning teachers can provide emotional and psychological support (for a review, see Hobson et al., 2009).”