Search results for: Davis Emily
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The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality
The aim of this investigation was to better understand the mentoring component of an induction program and how the variability may relate to multiple novice teacher outcomes such as self-efficacy, reflection, and quality of student–teacher interactions. The findings revealed that novice teachers and mentors viewed this program as an effective support for early career teachers, and attribute the high new teacher retention rate to supports received in it.
Updated: Nov. 02, 2016
The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-focused Mentoring of New Teachers
In this article, the authors examine the knowledge and practice base of content-focused mentoring drawing from the wisdom of practice of a community of content mentors. The authors reveal three themes: (1) developing novices’ content teaching is a distinct and critical mentor role; (2) to support this role, experienced content mentors identified a complex knowledge/practice base, with mentors’ PCK and knowledge of assessment for content teaching as the most frequently reported domains; and (3) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students’ disciplinary thinking, as well as, tensions between content-focused and socio-emotional mentor roles.
Updated: Sep. 14, 2016