Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention

Autor/inn/en	Long, Julie S.; McKenzie-Robblee, Sue; Schaefer, Lee; Steeves, Pam; Wnuk, Sheri; Pinnegar, Eliza; Clandinin, D. Jean
Titel	Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 20 (2012) 1, S.7-26 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Mentors; Teacher Persistence; Faculty Mobility; Literature Reviews; Beginning Teacher Induction; Teacher Education Programs; Sustainability; Program Descriptions; Program Design; Program Effectiveness; Program Evaluation; Performance Factors; Barriers; Teaching Experience; Teacher Characteristics + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Leistungsindikator
Abstract	Early career teacher attrition is a matter of economic, social, and educational concern in many countries. Usually induction programs, including mentoring, are seen to alleviate the problem of early career teacher attrition. Mentoring/induction programs as a solution to what is defined as the problem of early career teacher attrition and retention is the focus for this literature review to determine the current research base that supports such programs and initiatives. Concerns were raised that perhaps induction and mentoring had become the acceptable or taken-for-granted solution to the problem of early career teacher attrition and retention without sufficient attention to the research base. In this article, the literature is summarized, concerns are raised, and new research directions are highlighted. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10