Next generation mentoring: Supporting teachers beyond induction

By Sherri Bressman, J. Winter, Sara Efrat Efron. Teaching and Teacher Education : An International Journal of Research and Studies, 2018

98 citations recorded by the source corpus.

Abstract Mentoring teachers during the induction years has long been recognized as a powerful means to support and acclimate new teachers to the profession. Once the induction years are over however, mentoring is rarely offered for experienced educators. Additionally, teachers in their mid to late career stages often find professional development poorly suited to their interests or needs. As a result, frustration, cynicism, early attrition, and ‘burnout’ occurs. This study explores the perceptions of 20 experienced teachers in order to understand their professional needs and their perceptions about being mentored. Recommendations for the design of post induction mentoring programs are offered to schools looking to retain experienced teachers and inspire them for a full career of teaching.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/c795102f0d575b2650805618bb9435c7f9daf490