Bridging the gap for beginning teachers: researcher as mentor

Author:

D'Souza Lisa Andries

Abstract

Purpose – The purpose of this paper is to examine the benefits of an unintended mentoring relationship between researchers and beginning teachers during a longitudinal, qualitative study. The study highlights the opportunity for teacher preparation to serve as a bridge to close the gap in learning between the relatively theoretical world of teacher preparation and practical world of classroom teaching. Design/methodology/approach – The study analyzed extensive qualitative data relating to two beginning teachers over a five-year period. As a theoretical framework this study drew from Lave and Wenger's (1991) theories of legitimate peripheral participation and communities of practice. In addition, significant parallels were drawn to applications of figured worlds (Holland et al., 1998) which addressed the manner in which teachers were able to “figure themselves” into teaching contexts. Findings – This study provides support for developing communities of practice to bridge the gap of support between teacher preparation and the teaching profession. The engagement and design of the support remains crucial as the study recommends creating a support network between two individuals with an established, trusting relationship and comparable theoretical groundings. Finally, the relationship must be built around non-evaluative, questioning strategies which encourage teacher inquiry. Originality/value – Although the long-term relationship between university researcher and participant remains somewhat rare, it is important to highlight the mentoring potential – and associated benefits – of such relationships. The established trust and bridge of ideas between a researcher and a participant completing preparation at the same university are key factors in successful support. This study is relevant for teacher preparation programs and professional development organizations as they work to more effectively support beginning teachers’ transition into the profession.

Publisher

Emerald

Subject

Education,Life-span and Life-course Studies

Reference41 articles.

1. Amos, B.A. (2005), “Defining the mentoring relationship of beginning special education teachers”, The Delta Kappa Gamma Bulletin , Vol. 71 No. 4, pp. 14-19.

2. Babione, C. and Shea, C. (2005), “Special education mentoring within the context of rural schools”, Rural Special Education Quarterly , Vol. 24 No. 2, pp. 3-10.

3. Bakhtin, M.M. (1975/1981), “Discourse in the novel”, in Holquist, M. (Ed.), The Dialogic Imagination: Four Essays by Mikhail Bakhtin , (Trans by C. Emerson and M. Holquist), University of Texas Press, Austin, TX, pp. 259-422.

4. Berry, B. (2006), “Why we do not support new teachers”, Democracy and Education , Vol. 16 No. 3, pp. 33-38.

5. Bieler, D. (2012), “What new teachers want from colleagues”, Educational Leadership , Vol. 69 No. 8, pp. 46-49.

Cited by 16 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3