Teacher Induction and Mentoring : Supporting Beginning Teachers / edited by Juanjo Mena, Anthony Clarke.

Format:

Book

Contributor:

Mena, Juanjo, editor.

Clarke, Anthony, 1955- editor.

Series:

Palgrave Studies on Leadership and Learning in Teacher Education, 2524-7077

Language:

English

Subjects (All):

Teachers--Training of.

Teachers.

Professional education.

Vocational education.

Teaching.

Educational tests and measurements.

Teaching and Teacher Education.

Professional and Vocational Education.

Didactics and Teaching Methodology.

Assessment and Testing.

Local Subjects:

Teaching and Teacher Education.

Professional and Vocational Education.

Didactics and Teaching Methodology.

Assessment and Testing.

Physical Description:

1 online resource (300 pages)

Edition:

1st ed. 2021.

Place of Publication:

Cham : Springer International Publishing : Imprint: Palgrave Macmillan, 2021.

Summary:

This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice. Juanjo Mena is an associate professor in the Department of Education at the University of Salamanca, Spain. He is also an affiliate professor at the University of British Columbia, Canada, and research collaborator at Kazan Federal University, Russia. Anthony Clarke spent a number of years as a classroom teacher in Australia before working with beginning teachers, classroom teachers, and university instructors as a professor at the University of British Columbia in Canada. His current interests include practicum mentoring, teacher inquiry, and schooling in comparative perspective.

Contents:

Section I: Early career Teacher Education and induction programs

Chapter 1. Integrative Pedagogies to Promote Professional Development in Beginning Teachers

Chapter 2. Novice Teachers’ Induction to the Profession in Russia: Issues of management

Chapter 3. Mentoring in the midst of teachHOUSTON: A multilayered approach

Chapter 4. The Teacher Induction Scheme (TIS ) in Scotland – adoption, evolution, revolution.

Chapter 5. Teachers’ Resilience as Key Capacity in Professional Induction: A Systematic Literature Review

Section II: The role of the mentor: Conceptualizing identity, concerns and challenge

Chapter 6. Collaborative Engagement in Teacher Mentoring: Teachers and Researchers in Conversation

Chapter 7. Early Career Teachers’ Professional Concerns and Capabilities as Triggers to Improve the Whole School Community through Collegial Mentoring

Chapter 8. What Remains of Mentor. Investigation on the Representations of Former Trainees at the University of Bari

Chapter 9. Virtual Mentoring in the Practicum: Teachers Learning Together in the Third Space

Section III: Mentoring support in the induction period: skills, knowledge and experiences

Chapter 10. Managing “Background Noises”: Forms of Support in Novices’ Induction in Arab schools

Chapter 11. Developing an In-Situ School MEntoring Model to Build Beginning Teachers Classroom Management Capacity and Interpersonal Professional Skills

Chapter 12. Developing an In-Situ School MEntoring Model to Build Beginning Teachers Classroom Management Capacity and Interpersonal Professional Skills

Chapter 13. Research Team as Mentored Knowledge Community.

Notes:

Includes bibliographical references and index.

Other Format:

Print version: Mena, Juanjo Teacher Induction and Mentoring

ISBN:

9783030798338

303079833X