NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1125170
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1547-688X
Mentoring "Inside" and "Outside" the Action of Teaching: A Professional Framework for Mentoring
Gardiner, Wendy
New Educator, v13 n1 p53-71 2017
This study seeks to contribute to the research on mentored induction by investigating the practices mentors employ in their work with new teachers in two high-need, high-poverty urban elementary schools. Informed by Schwille's (2008) temporal framework of "educative" mentoring practices occurring "inside" and "outside" the action of teaching, this study investigated the range of practices mentors employed, new teachers' perceptions of the practices, and if the practices contributed to new teachers' professional learning. Participants included six new teachers and two induction mentors. Results indicate that "inside" and "outside" mentoring practices are complementary and should be conceived as assisted performance and judiciously selected to promote productive changes in new teachers' practice. Recommendations for mentoring programs are provided.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A