Mentoring Matters

Sonst. Personen	McCann, Thomas M. (Hrsg.); Johannessen, Larry (Hrsg.)
Titel	Mentoring Matters
Quelle	In: English Journal, 98 (2008) 2, S.86-88 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Mentors; Parent Teacher Cooperation; Career Change; English Teachers; Beginning Teachers; Beginning Teacher Induction; Teacher Attitudes; Teacher Persistence; Labor Turnover; Interviews; Teacher Collaboration; Collegiality; Teacher Administrator Relationship; Federal Legislation + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Career changes; Berufswechsel; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Lehrerverhalten; Interviewing; Interviewtechnik; Lehrerkooperation; Kollegialität; Bundesrecht
Abstract	In 2002, when the authors began their three-year study of the problems new teachers face ("Supporting Beginning English Teachers"), No Child Left Behind (NCLB) had yet to have a significant impact on the lives of most classroom teachers. When they were interviewing beginning teachers, they had no idea that Jonathan Kozol was also in the process of asking some of the same questions they were: Why do so many new teachers leave the profession within the first few years of teaching and what can be done to keep good teachers? Kozol reports his conclusions and insights in his latest book, "Letters to a Young Teacher," in which he presents a collection of letters to Francesca, a first-year teacher in a Boston elementary school. When Kozol was asked in a recent interview by the "Chicago Tribune" what is driving young teachers from the classroom and what advice he offers younger teachers, his responses echo many of the authors' findings and recommendations. The authors conducted over 40 interviews with new and experienced teachers in an attempt to understand what drives new teachers out of the classroom and what wisdom they might learn from experienced teachers, from new teachers who succeed and stay in the profession, and from those who struggle and leave the profession. In this article, the authors highlight three findings that have implications for the work that mentors do and the recommendations Kozol discusses in his book and interview in the "Chicago Tribune." (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10