Teacher induction and mentoring. Supporting beginning teachers.

Sonst. Personen	Mena, Juanjo (Hrsg.); Clarke, Anthony (Hrsg.)
Titel	Teacher induction and mentoring. Supporting beginning teachers.
Quelle	Cham: Palgrave Macmillan (2021), xvi, 293 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Palgrave studies on leadership and learning in teacher education
Beigaben	Illustrationen; Diagramme
Zusatzinformation	Zusammenfassung Titelbild
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-79832-1; 978-3-030-79833-8; 978-3-030-79834-5; 978-3-030-79835-2
DOI	10.1007/978-3-030-79833-8
Schlagwörter	Kompetenz; Fallstudie; Systematic Review; Resilienz; Araber; Beratung; Beruf; Israel; Italien; Kooperation; Lehrer; Lehrerfortbildung; Lehrerin; Professionalisierung; Schottland; Schulleitung; Technikunterricht; Lehramtsstudent; Russland; Fallstudie; Gesprächsführung; Kompetenz; Referendar; Ethnische Gruppe; Mentor; Unterstützung; Mathematisch-naturwissenschaftlicher Unterricht; E-Learning; Resilienz; Schulleitung; Beratung; Lehrer; Lehrerin; Lehramtsstudent; Lehrerausbildung; Referendar; Lehrerfortbildung; Junglehrer; Feedback; Gesprächsführung; Klassenführung; Mathematisch-naturwissenschaftlicher Unterricht; Ingenieurwissenschaft; Technikunterricht; Beruf; Professionalisierung; Referendariat; E-Learning; Kooperation; Unterstützung; Ethnische Gruppe; Araber; Forscher; Mentor; Israel; Italien; Russland; Schottland
Abstract	This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3