Help Me before I Quit! Reimagining New Teacher Mentoring Programs

Autor/inn/en	Crawford, Kathleen; Toledo, Courtney
Titel	Help Me before I Quit! Reimagining New Teacher Mentoring Programs
Quelle	In: New Educator, 19 (2023) 3, S.238-250 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crawford, Kathleen) ORCID (Toledo, Courtney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2023.2223654
Schlagwörter	Beginning Teachers; Mentors; Beginning Teacher Induction; Faculty Mobility; College Faculty; Program Effectiveness; Holistic Approach; Georgia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Fakultät; Holistischer Ansatz
Abstract	Transitioning from teacher candidate to beginning teacher remains a difficult one despite school districts' efforts to provide mentoring and induction programs. This commentary examines teacher attrition and current practices used to support new teachers entering the profession. We draw on the tenets of characteristics of effective mentorships and holistic mentoring to propose a new framework for supporting new teachers where university faculty serve as mentors for former teacher education program graduates. An overview of our program, New Teachers Anonymous, is provided for readers to implement at their own universities, and the commentary concludes with implications for future practice and research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01