Serving over 1.1 million students in more than 1,800 public schools, the New York City Department of Education is the largest school district in the nation. When individuals graduate from college with a bachelor's degree in teacher education the New York City Department of Education assign a school-based mentor for one year. The case study…

With the study reported on here we aimed to explore and compare the experiences of pre-service teachers with their mentor teachers and of mentor teachers with their own mentor teachers when they were pre-service teachers. The design of this qualitative research was narrative inquiry. The study group consisted of senior pre-service pre-school…

Teacher shortages in agricultural education are one reason for an increase in alternatively certified teachers, with 22.8% of new hires in school-based agricultural education (SBAE) being alternative licensure route completers in 2018. While prior research in SBAE has provided insight into the needs of alternatively certified teachers, we do not…

In teacher education mentoring pre-service teachers is a critical factor. With background in research around mentoring pre-service teachers in connection to a training school project, this study aims to contribute knowledge about and identify mentors' experiences of mentorship in the setting of a training school. Through focus group interviews and…

Teachers typically do not enter the profession with an inkling that they will become involved in recurring conflict. In fact, Collinson and Cook (2007) suggested that teachers often prefer working alone and in their own classroom, at least in part because they are often conflict-avoidant. Whereas schools were comparably conflict-free 30 years ago…

Purpose: To improve teacher education and education quality, this study explores the experiences and learning of student teachers during their practice instruction in public high schools in the Philippines. Methodology: Semi-structured, in-depth focus group discussions with student teachers were conducted employing a phenomenological research…

Demands placed on novice teachers, who must perform at the level of experienced educators from day one, underscore the need for effective educational mentorship programs. Without proper mentorship, many novice teachers leave the profession within five years. Successful mentorship programs contribute to teacher retention, student achievement,…

Mentoring has the potential to benefit preservice, new teachers, and experienced teachers, but it is a complex process with few agreements about what might make it most effective. Furthermore, due to teacher demographics affecting the availability of veteran teachers, mentors are consequently drawn from various career points, and some of them have…

Emergent bilingual (EB) students in the US are those who are in the process of developing academic English proficiency. EBs are some of the fastest growing populations of students in American public schools. There exists a great deal of research geared towards developing both curricular resources and instructional strategies to best support EBs in…

The pipeline of college students seeking teaching positions is shrinking. The teacher shortage makes finding and retaining new teachers even more challenging. The cost of replacing existing teachers who leave is tremendous, and new teachers leave the profession at an alarming rate. This dissertation explored the lived experiences of new teachers…

The inclusion of a mentor teacher in a novice teacher induction program dramatically improves early career teacher feelings of satisfaction and desires to remain in the profession. Mentors require various tools and trainings to best develop resilient novice teachers. The purpose of this phenomenological study was to examine mentoring experiences…

The purpose of this grounded theory qualitative research study was to construct a framework that described the informal mentoring processes for Extension educators at a Midwestern land-grant university. The "Mentorship in Extension: An organizational model" explained participants' mentoring experiences, and it provided new understanding…

This paper stems from a broader study that foregrounded an existing mentoring programme against the backdrop of low teacher retention in the South African schooling system. It works from the premise that beginner teachers are exiting the teaching profession within the first three to five years of teaching. This research suggests that one way of…

Supporting the growth and retention of teachers in urban classrooms poses significant challenges to the education community. Student-centred instruction has demonstrated positive impacts on student academic growth and social development, facilitating acquisition of 21st century skills. However, implementing student-centred instruction is demanding…

The current teacher attrition rate for teachers with 5 years or less of experience is reported to be about 8% within the 1st year and an additional 16% more leaving within the first 5 years (Carver-Thomas & Darling-Hammond, 2017). Furthermore, middle school is one of the most difficult to staff levels in education. This mixed-methods study…