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ERIC Number: EJ1015584
Record Type: Journal
Publication Date: 2013-Jan
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0013-8274
EISSN: N/A
Forming University and Teacher Partnerships in an Effort to Reframe and Rethink Mentoring Programs
Guise, Megan
English Journal, v102 n3 p65-70 Jan 2013
Although there is some agreement in the field of education as to what constitutes a mentor and the roles and responsibilities of a mentor, mentoring programs vary drastically across states and across schools with respect to the amount of structure and the resources available to implement these programs. Too often, mentoring programs take on a "sink or swim" mentality with teachers not feeling the support that they need during the first several years of teaching due to a poorly implemented mentoring program. In other mentoring programs, beginning teachers feel very supported; however, these beginning teachers are left to fend for themselves when the mentoring program concludes after the first two or three years (Barnes-Ryan; Feiman-Nemser). Instead of thinking about teacher development as a series of discrete stages, mentors in schools and universities might re-conceptualize the process as a continuum, with the faculty involved in the preparation continuing a partnership to support the development of beginners in the schools.
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A