INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 15, 2026 82 48

Being a “Mentor”: A Study on the Contributions of Experienced Teachers to the Development of Beginning Teachers

Débora Nascimento de Lima 1,
Amanda Oliveira Rabelo 2 *
1 Federal Fluminense University, Brazil2 Department of Theory and Planning of Education (DTPE), University Federal Rural of Rio de Janeiro, Brazil* Corresponding Author
International Journal of Changes in Education, 3(4), 2026, 543-550, https://doi.org/10.47852/bonviewIJCE52026342
Online publication date: Jan 06, 2026
Publication date: Aug 15, 2026
Full Text (PDF)

ABSTRACT

In this text, we address issues related to the beginning of the teaching career, exploring mentoring as an important support in this initial phase of teaching practice. Understanding the relevance of the process of initiation to the teaching profession, we seek to emphasize the relationship between experienced teachers and beginners, considering the involvement between these professionals as a valuable way to overcome the adversities of this initial moment. The research is methodologically based on narratives and multiple case studies, bringing the experiences of a group of nine teachers working in early childhood education in a city in the interior of Rio de Janeiro in Brazil (a country that does not have a national professional teaching induction program and has few local initiatives of this type), and from them, we seek to reflect and dialogue with some authors who discuss the theme, among them, Marcelo, Nóvoa, and Reali et al.. In this way, we show that the relationships built between experienced and novice teachers were vital for their permanence in the profession and contributed immensely to their professional development, even in the absence of a formal and official mentoring program.

KEYWORDS

beginning of the teaching career mentoring narratives experienced teachers beginning teachers

CITATION (APA)

de Lima, D. N., & Rabelo, A. O. (2026). Being a “Mentor”: A Study on the Contributions of Experienced Teachers to the Development of Beginning Teachers. International Journal of Changes in Education, 3(4), 543-550. https://doi.org/10.47852/bonviewIJCE52026342
Harvard
de Lima, D. N., and Rabelo, A. O. (2026). Being a “Mentor”: A Study on the Contributions of Experienced Teachers to the Development of Beginning Teachers. International Journal of Changes in Education, 3(4), pp. 543-550. https://doi.org/10.47852/bonviewIJCE52026342
Vancouver
de Lima DN, Rabelo AO. Being a “Mentor”: A Study on the Contributions of Experienced Teachers to the Development of Beginning Teachers. International Journal of Changes in Education. 2026;3(4):543-50. https://doi.org/10.47852/bonviewIJCE52026342
AMA
de Lima DN, Rabelo AO. Being a “Mentor”: A Study on the Contributions of Experienced Teachers to the Development of Beginning Teachers. International Journal of Changes in Education. 2026;3(4), 543-550. https://doi.org/10.47852/bonviewIJCE52026342
Chicago
de Lima, Débora Nascimento, and Amanda Oliveira Rabelo. "Being a “Mentor”: A Study on the Contributions of Experienced Teachers to the Development of Beginning Teachers". International Journal of Changes in Education 2026 3 no. 4 (2026): 543-550. https://doi.org/10.47852/bonviewIJCE52026342
MLA
de Lima, Débora Nascimento et al. "Being a “Mentor”: A Study on the Contributions of Experienced Teachers to the Development of Beginning Teachers". International Journal of Changes in Education, vol. 3, no. 4, 2026, pp. 543-550. https://doi.org/10.47852/bonviewIJCE52026342

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