Analyzes the literature on mentored learning to teach in ways consistent with the standards reform movement. Mentoring practices are consistent with program assumptions rather than with the assumptions underlying standards-based teaching. Mentoring can promote retention but may not be sufficient support for novice teachers learning to teach. (SLD)

A year-long study was made of questions asked by 18 beginning teachers of their support teachers. The questions were analyzed and categorized in order to rank needs. The findings were then compared to results of a questionnaire approach. Conclusions are presented. (MT)

Teacher educators have suggested that mentoring has the potential to help novices learn to teach in reform-minded ways. This suggestion implies a change in the nature of mentor-novice relationships as conceptualized in the existing literature and an understanding of the complexities of mentoring relationships. Based on critical constructivist and…

This monograph surveys the literature and provides a broad understanding of the concept of mentoring and of the application of mentoring to teaching. A synthesis is presented of the research on mentoring, including an explication of the origin, value, and essence of the mentoring concept; the rationale for mentoring beginning teachers; and…

Beginning elementary teachers were surveyed four years after their initial, mentored teaching year in a large, collaborative university-school system to determine their attitudes about mentoring and whether they were still teaching. The 96 percent still teaching most valued the emotional support they received from their mentors. (SM)

The article addresses structural, personnel, and pedagogical considerations pertaining to the development of beginning teacher mentoring programs in the context of restructured elementary schools. Research indicates restructured schools provide a natural environment for fostering successful mentoring experiences because of their empowered…