ERIC Number: EJ934898
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 108
Faculty Mentors in Teacher Induction: Developing a Cross-Institutional Identity
Smith, Emily R.
Journal of Educational Research, v104 n5 p316-329 2011
Though the knowledge base on mentoring new teachers has grown exponentially in the past 30 years, researchers know less about university involvement in induction, and even less about the role that faculty mentors may play in induction. Drawing on interview, e-mail, and observational data from a yearlong mentoring relationship between a faculty mentor and 7 new teachers, the author examined a faculty mentor's role in supporting beginning teachers. Findings highlight the importance of identity development in assuming a cross-institutional role as a faculty mentor. The transition from teacher educator to teacher mentor requires the development of a mentor identity that is recognized and valued in the community of practice inhabited by classroom teachers.
Descriptors: Communities of Practice, Mentors, Teacher Orientation, Beginning Teachers, Teacher Educators, Teacher Collaboration, Interviews, Observation, Electronic Mail, Teacher Role, Computer Mediated Communication, Identification (Psychology), Interdisciplinary Approach, Beginning Teacher Induction, College School Cooperation, Middle School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A