Keyword: mentoring

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.

ABSTRACT: This article addresses the area of mentoring of newly qualified teachers (NQTs) from a school administrator’s perspective. The research underpinning this study demonstrates the pivotal role that school administrators can play in supporting the induction and possible retention of NQTs from quitting the profession if they engage more directly in the induction and mentoring process. This introductory study on the role that Maltese school administrators play in the induction phase helps to highlight the tensions that exist between policy and practice, between the belief that Maltese school administrators hold in being there to support NQTs and what actually happens in reality. The findings demonstrate how school administrators can enhance the program of support that NQTs are currently receiving, namely, by providing more structured time dedicated to being with the NQTs and teachers, helping in establishing and retaining stronger professional relationships with teachers throughout their careers, and working to strengthen the interconnectedness between initial teacher education, induction, and ongoing professional learning.

ABSTRACT: Professional conversations are significant in teacher education, yet policy-makers and practitioners differ in their understanding of what these involve. The purpose of this study was to identify and understand the critical elements of successful professional conversations, the elements that effectively contribute to critical reflection and evaluation of teaching practice. Insight is provided by 10 participants who took part in a discussion group, in-depth interviews, and written reflections. All participants are involved in professional conversations for a teacher education program in Wales, in their capacity as either a student teacher, practice tutor, or mentor. Findings highlight that some of the significant elements needed for an effective professional conversation include adequate preparation time for the conversation itself, knowledge of program requirements, and professional teaching standards, along with knowledge about the student teacher’s school context – these can all be described as “hard” inputs, whereas the “soft” inputs include effective listening and questioning skills and being able to offer a challenge to the student teacher. Similarly, outputs of professional conversations can also be recognized as “hard”: effective reflections contributing to progress against the professional teaching standards, and “soft”: collaborative working relationships that are honest and positive with two-way learning for the mentor and the student. It is concluded that the softer skills of questioning and understanding the student teacher’s expectations must be developed effectively for professional conversations in teacher education to have a positive impact on all those involved.