Beginning teachers are the group of teachers most at risk of leaving the profession, while research has shown that novice teachers who receive support, such as mentorship or cohort programs, are more likely to continue to teach than those who do not. This study explored supports that beginning teachers in an alternate route graduate program in…

The purpose of this study was to identify the characteristics of effective teacher mentorship that positively impact teacher experience and practice, to better understand how to mentor novice teacher mentees, and to learn how to support veteran teachers through mentorship by exploring teacher mentorship programs and teacher experience. The…

Teacher collaboration is a topic that, although often studied, understanding teachers' collaborative practices continues to be complex. The study site is no exception. Recent data suggests that while collaboration among teachers is often depicted as "natural" and "easy," fostering rich and authentic collaboration can be…

Teacher turnover can have a negative impact on school districts. This study sought to examine the causes for teacher turnover and to find solutions to increase teacher retention. Data collected in Cycle 1 originated from interviews with 10 continuing contract teachers focusing on their experiences in the classroom. From cycle 1 data, action steps…

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…

The purpose of this study is to investigate the perceptions of pre-service teachers regarding classroom management strategies employed by practicum instructors in school experience courses. This cross-sectional investigation was conducted with 245 pre-service teachers from various university departments. The study's data was collected via…

The counselor education and supervision (CES) profession is steadily growing as more doctoral students complete CES programs, including an increased number of Black, Indigenous, and People of Color (BIPOC) students; however, disparities in diversity remain within the CES profession due to faculty turnover and challenges with retaining diverse…

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…

Across the United States, the primary and often, the only intervention employed to support the induction and development of beginning teachers is mentoring. Mentoring is particularly important for beginning teachers who work in under-resourced, hard-to-staff schools, exactly the type of school Black teachers are most likely to work in. While…

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…

This qualitative analysis examines responses from individuals who completed a robust graduate instructor training program--a guided mentoring forum that meets bi-weekly, beginning the semester prior to the graduate students' first teaching assignment, and continuing through the totality of their teaching experience in graduate school. Current and…

Purpose: The study aims to explore the experiences of new school-based mentors in Norway of an online teacher professional development (OTPD) programme in mentoring. The focus was on how the OTPD programme worked out as a boundary artefact to strengthen the coherence between a university and partner schools. Design/methodology/approach: Constant…

In the critical transition from university student to full-time teacher that occurs during student teaching, preservice teachers can request assistance from mentors. Yet, some preservice teachers rarely ask for help. To understand when and why preservice teachers seek help, a self-regulated learning framework was used to measure and evaluate…