It is often assumed that beginning teachers possess the skills, strategies and practices necessary for effective instructional practice and classroom management. The reality is that beginning teachers struggle to overcome the many challenges and obstacles faced in the first years of teaching. Without adequate supports, beginning teachers may…

Teacher shortages and retention problems occur globally. This paper explores support for Newly Qualified Teachers (NQTs), in particular the role of mentoring. Reasons for mentoring NQTs include combating isolation and fostering collaboration, enhancing professional practice and retaining teachers in the profession. Three different national…

Early career teacher (ECT) mentoring has never been so important with escalating levels of attrition reported in numerous countries, including Australia, the US and the UK. However, inconsistent understanding of what a mentor can or should do continues to compromise the ways in which early career teachers experience this support. While previous…

Embodying James Baldwin's call to "go for broke" in the face of the current "dangerous time" and ongoing "determined resistances," this article argues for an intersectional social justice praxis for preparing and supporting teacher candidates and novice teachers to work with diverse students. We posit a sustained…

Effective mentor-mentee pairings tend to increase mentees' efficacy and motivation, bolster commitment, enhance instructional quality, and positively enhance student achievement. In response to situations in which school-provided mentoring is not possible or where music mentees receive a school-assigned, non-music mentor, an increasing number of…

This report explores novice teachers' experience in the Novice Teacher Mentoring Program component of the Teacher Induction Program in the 2019-2020 academic year. Results indicated that most novice teachers had a positive experience with their mentoring experience and received the support they needed regarding entering the teaching profession.

The author reflects on six dilemmas that teachers and mentors may face during the implementation of project-based learning (PBL): (a) the conflict between student autonomy and teacher control, (b) the belief incongruence between a mentor and a mentee, (c) the gap between an advanced pedagogy and novice teachers, (d) the gap between a mentee's need…

In this essay, we describe how the cognitive apprenticeship model serves as a framework for mentoring early-career women faculty into the professoriate. We illuminate our ideas using the metaphor of a kaleidoscope to inspire and support women faculty as they grow as academic writers and build their academic identities.

Teacher self-efficacy is critical because it predicts teachers' future behavior and impacts teacher turnover. Most teachers begin their career with moderate to high self-efficacy for teaching, but often experience a sharp decline during the first year of teaching. After the first year, their self-efficacy begins to increase but rarely rises to the…

Mentors for beginning teachers in schools are often unacknowledged middle leaders in their schools. Through their work with beginning teachers, they not only provide local leadership in their contexts, they influence and shape the work of the next generation of teachers. Government-funded mentor training for the purpose of supporting beginning…

Novice teachers bring new energy and ideas to schools and classrooms that could improve the learning environment of students, if harnessed correctly. At the same time, novice teachers are, by definition, inexperienced in some aspects concerning classroom practices and schoolwork. As is the case for any other profession, novice teachers need time,…

Three new physics teachers graduating from a university provider of initial teacher education in England were paired with a recently retired physics subject specialist teacher in order to provide informal mentoring during their first year of teaching. The aim of this was to explore if a mentoring intervention of this kind could support teacher…

Developing effective novice teachers involves many components. Researchers have studied the impact of principals, induction programs, and mentors on the growth and development of novice teachers. Relationships with college/university faculty, students, parents, and support staff can also impact the growth of these novice professionals. The…

Because significant challenges continue to exist in the retention of teachers, the need for an infusion of proactive assimilation strategies, especially related to the induction phase, has become a mandate in physical education. Beginning teachers face countless potential hurdles. From marginalization, role conflict, and teaching diverse student…

Creating a cohesive team of coworkers can be challenging in any organization, and an academic department is no exception. The Centre College Mathematics Department has established a culture of collegial collaboration by investing in developing a strong mathematical community of faculty and students, and through careful attention to the hiring and…