Beginning to teach is now well recognised around the world as a particular and complex stage of teacher learning. Thus, a large number of papers examine various aspects related to mentoring, induction as well as comparisons between novice and experienced teachers. An extensive review of international literature on mentoringlooks at the process in terms of benefits, costs, needs and suggestions for policy-makers.

 Mentoring takes an important place both in terms of what mentors bring to the induction process, their identity formation during the process, training of mentor teachers, how they contribute or not to identity formation of beginning teachers, problems associated with the mentoring process, what are best practices, and the use of tools such as electronic journals. Conditions associated with the support and mentoring needed to retain beginning teachers in the profession and assist them with their teaching difficulties were studied.

Professional judgment and concerns, including those related to school socialisation of beginning teachers, are studied both longitudinally and with mixed methods.

Mediations were planned to be structured or semi-structured processes (such as partnerships, collaborative networks) or informal contexts (such as the workplace interactions) that facilitate learning and stimulate teachers to alter or reinforce teaching and educational practices. In most, but not all of these instances, people such as external researchers or peers play key roles.

 

By: Mary Grace G. Canare | Teacher I | Mabatang Elementary School | Abucay, Bataan