Beth Maloch , Elizabeth Ries , Jessica Murdter-Atkinson , Audrey Wright , Kerry Alexander , Melissa Mosley Wetzel
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“Change happens at the speed of trust”: Context-attentive mentoring for early career teachers
This study examines the mentorship of early career teachers (ECTs) in a public University-District Induction Program (UDIP) in the southwestern United States. Utilizing a sociocultural theory framework, we analyzed the approaches of six university-employed mentors, called External Mentors (EMs), as they engaged with more than 100 ECTs. We discuss how EMs, as external to the district, uniquely supported ECTs through responsive mentorship amidst the challenges of COVID-19 and shifting school contexts. Informed by our findings, we provide principles for context-specific mentoring that can guide future teacher induction programs and highlight the need for more research on mentor perspectives across diverse school contexts.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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