ERIC Number: ED346091
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Mentoring in Context: A Comparison of Two U.S. Programs for Beginning Teachers. NCRTL Special Report.
Feiman-Nemser, Sharon; Parker, Michelle B.
This study describes how the contexts of mentoring shape the perspectives and practices of mentors in the Teacher Trainee Program in Los Angeles (California), an effort to recruit candidates to teach in inner city secondary schools by providing on-the-job training to college graduates, and in the Graduate Intern Program in Albuquerque (New Mexico), an effort to extend preservice preparation by offering structured support to beginning elementary teachers. Data were gathered by interviewing and observing mentors and mentees to determine the kinds of things mentor teachers do; the organizational, programmatic, and intellectual contexts in which they work; working conditions; selection procedures; and preparation. A comparative analysis related to broader claims about the power of mentoring to improve teaching is then presented. Three perspectives on mentoring are identified in relation to teacher induction: (1) casting mentors as local guides; (2) casting mentors as educational companions; and (3) viewing mentors as agents of cultural change. Research on what mentoring looks like in different contexts and what novices learn from their interactions with mentors can help policymakers and program planners understand the power and limits of this intervention in order to design more effective programs. (LL)
Descriptors: Beginning Teacher Induction, Case Studies, Change Agents, Collegiality, Comparative Analysis, Context Effect, Elementary Secondary Education, Helping Relationship, Mentors, Program Design, Socialization, Teacher Orientation, Urban Education
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.