NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ816228
Record Type: Journal
Publication Date: 2007-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1361-1267
Teachers' Perceptions of What Was Most (and Least) Supportive during Their First Year of Teaching
Marable, Michele A.; Raimondi, Sharon L.
Mentoring & Tutoring: Partnership in Learning, v15 n1 p25-37 Feb 2007
Among the many strategies used to support teachers, mentoring was introduced in the early 1980s. It is now quite common in the United States. This investigation in mentoring used mail-in surveys to gather information from teachers who did and did not participate in a formal mentoring program. It reports their perceptions in terms of what was "most supportive" during their first year in the profession and what was "least supportive" the first year. Among teachers who were mentored, that experience was identified as most supportive. Colleagues and administrative support were identified as most supportive for teachers who were not mentored. Least supportive factors were somewhat similar between the two groups. Dissatisfaction from administration, training, and lack of materials were identified. Recommendations for what would improve the first year were also offered. Implications for developing and refining mentoring programs are discussed. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States