How different mentoring approaches affect beginning teachers' development in the first years of practice |
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| Institution: | 1. Max Planck Institute for Human Development, Lentzeallee 94, 14195 Berlin, Germany;2. Humboldt University Berlin, Unter den Linden 6, 10099 Berlin, Germany;3. Goethe University Frankfurt, Senckenberganlage 15, 60325 Frankfurt am Main, Germany;4. Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, 24118 Kiel, Germany;5. Free University Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany;1. School of Learning Development and Professional Practice, Faculty of Education, The University of Auckland, New Zealand;2. Department of Human Learning and Quantitative Methodology, University of Maryland, College Park, MD, USA;1. School of Education and Professional Studies, Griffith University, Brisbane, Australia;2. School of Education, University of the Sunshine Coast, Sippy Downs, Australia;1. Finnish Institute for Educational Research, P.O.Box 35, FI-40014, University of Jyväskylä, Finland;2. Department of Teacher Education, P.O.Box 35, FI-40014, University of Jyväskylä, Finland |
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| Abstract: | This study examines the extent to which the quality of mentoring and its frequency during the first years of teaching influence teachers' professional competence and well-being. Analyses are based on a sample of more than 700 German beginning mathematics teachers who participated in a pre-test/post-test study over the course of one year. Findings indicate that it is the quality of mentoring rather than its frequency that explains a successful career start. In particular, mentoring that follows constructivist rather than transmissive principles of learning fosters the growth of teacher efficacy, teaching enthusiasm, and job satisfaction and reduces emotional exhaustion. |
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| Keywords: | Mentor Cooperating teacher Mentor support Beginning teacher induction Induction support Professional development |
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