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ERIC Number: EJ1130955
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1941-5257
Mentoring Beginning Teachers in Primary Schools: Research Review
Spooner-Lane, Rebecca
Professional Development in Education, v43 n2 p253-273 2017
While mentoring programmes have proven to be successful in reducing attrition and improving teaching ability in beginning teachers, there remains a lack of research delineating the key components of effective mentoring programmes in primary education. This integrative research review examines empirical studies conducted since 2000 on the nature and effectiveness of mentoring programmes for beginning teachers in primary school. The sample comprised 10 articles. The research literature is summarised to provide greater clarity about the features of mentoring programmes and their corresponding outcomes. This review calls attention to the need for research studies to provide a clear definition of mentoring and how it may be distinguished from induction so that the impact of mentoring can be disentangled from that of induction. It also highlights limited research that currently exists on the effects of mentoring in a primary school setting. Implications for conducting rigorous studies investigating the outcomes of mentoring for primary beginning teachers are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States; Australia; New Zealand
Grant or Contract Numbers: N/A