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ERIC Number: EJ970495
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1366-4530
Through the Eyes of the Novice Teacher: Perceptions of Mentoring Support
Clark, Sarah K.; Byrnes, Deborah
Teacher Development, v16 n1 p43-54 2012
This study examined the perceptions of elementary school beginning teachers (n = 136) across a Rocky Mountain state in the US regarding the mentoring support they received during their first year teaching. Beginning teachers were asked to report the types of mentoring support they received and to rate the helpfulness of this support on the Mentoring Support Survey. Individual item scores and scale scores are reported. An analysis of variance was then used to compare the scale scores of teachers with the administrator-facilitated mentoring supports of common planning time with their mentors and/or release time to observe other teachers. Results indicate that beginning teachers who received both common planning time with a mentor and release time to observe other teachers rated the mentoring experiences they had as significantly more helpful than beginning teachers who were not provided these mentoring supports. Of the two, provision of common planning time was the most important type of administrator-facilitated support. (Contains 1 table.)
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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A