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Palgrave Macmillan

Teacher Induction and Mentoring

Supporting Beginning Teachers

  • Book
  • © 2021

Overview

Editors:
  1. Juanjo Mena

    1. University of Salamanca, Salamanca, Spain

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  2. Anthony Clarke

    1. University of British Columbia, Vancouver, Canada

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  • Compiles international research of teacher induction research and mentoring
  • Explores the significance of beginning teaching in Teacher Education
  • Uses theoretical approaches and research perspectives to respond to the institutionalization of the mentoring process

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xvi
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  2. Novice Teacher Induction in Russia: Management and Mentoring

    • Roza A. Valeeva, Aydar M. Kalimullin, Tatiana A. Baklashova, Liliia A. Latypova
    Pages 1-25

  3. Workplace Learning and the Practice of Agency in the First Two Years of Teaching: The Case of Arab Novices in Israel

    • Hiam Nasseraldeen, Tsafrir Goldberg, Lily Orland-Barak
    Pages 27-50

  4. The Teacher Induction Scheme (TIS) in Scotland: Adoption, Evolution, Revolution

    • Margery McMahon
    Pages 51-65

  5. Resilience as a Crucial Training Topic in Teacher Induction Plans: A Systematic Literature Review

    • Alicia Regalado, Juanjo Mena, Gloria Gratacós
    Pages 67-95

  6. Integrative Mentoring Pedagogies to Promote Beginning Teachers’ Professional Development: Connecting Practice, Theory and Person

    • Frank Crasborn, Paul Hennissen
    Pages 97-133

  7. Generative Mentorship: Exemplars from a STEM Teacher Preparation Program

    • Paige K. Evans, Cheryl J. Craig, Mariam Manuel
    Pages 135-171

  8. An Understanding of the Way Mentors and School Leaders Can Support the Effective Transition of Beginning Teachers into the Teaching Profession

    • Michelle Attard Tonna
    Pages 173-195

  9. Mentoring as a Professional Practice: Inquiry, Sense-Making, and Collaboration

    • Anthony Clarke, Amanda Fritzlan, Scott D. Robertson
    Pages 197-220

  10. Classroom Interaction Challenges as Triggers for Improving Early Career Teachers’ Pedagogical Understanding and Competencies Through Mentoring Dialogues

    • Auli Toom, Jukka Husu
    Pages 221-241

  11. What Remains of Mentor. Investigation on the Former Trainees Involved in Mentoring Program at the University of Bari, Italy

    • Loredana Perla, Laura Sara Agrati, Ilenia Amati
    Pages 243-265

  12. Virtual Mentoring for Teacher Education: Mentors and Mentees Learning Together in the Third Space

    • Cheri Chan
    Pages 267-289

  13. Back Matter

    Pages 291-293
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Keywords

About this book

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.

Editors and Affiliations

  • University of Salamanca, Salamanca, Spain

    Juanjo Mena

  • University of British Columbia, Vancouver, Canada

    Anthony Clarke

About the editors

Juanjo Mena is an associate professor in the Department of Education at the University of Salamanca, Spain. He is also an affiliate professor at the University of British Columbia, Canada, and research collaborator at Kazan Federal University, Russia.

Anthony Clarke spent a number of years as a classroom teacher in Australia before working with beginning teachers, classroom teachers, and university instructors as a professor at the University of British Columbia in Canada. His current interests include practicum mentoring, teacher inquiry, and schooling in comparative perspective.

Bibliographic Information

  • Book Title: Teacher Induction and Mentoring

  • Book Subtitle: Supporting Beginning Teachers

  • Editors: Juanjo Mena, Anthony Clarke

  • Series Title: Palgrave Studies on Leadership and Learning in Teacher Education

  • DOI: https://doi.org/10.1007/978-3-030-79833-8

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021

  • Hardcover ISBN: 978-3-030-79832-1Published: 22 December 2021

  • Softcover ISBN: 978-3-030-79835-2Published: 23 December 2022

  • eBook ISBN: 978-3-030-79833-8Published: 01 January 2022

  • Series ISSN: 2524-7069

  • Series E-ISSN: 2524-7077

  • Edition Number: 1

  • Number of Pages: XVI, 293

  • Number of Illustrations: 16 b/w illustrations

  • Topics: Teaching and Teacher Education, Professional & Vocational Education, Education, general

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