ERIC Number: EJ1412638
Record Type: Journal
Publication Date: 2024
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1245
EISSN: EISSN-1552-3535
A Case Study: A Novice Teacher's Mentoring Experiences the First Year and Beyond
Vannessa Smith Washington
Education and Urban Society, v56 n3 p309-344 2024
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 examined how a novice special education teacher described his reflective experiences and progress, or lack thereof. The central research question was, "What were the differences, challenges, and successes between novice teachers' first-year experiences and their third-year mentoring experiences?" Data collection included an individual interview. Data analysis was analyzing themes by manual coding. The findings were a lack of resources and exemplary administrative support. Still, often too late, lack of available materials, qualified mentor-teacher role, impractical standard planning time, meaningful observations, and good work ethics are qualities of mentors and initial dissatisfaction without a mentor. These results can inform school districts what happens when mentors are not assigned and develop improved mentoring programs for new special education teachers. A limitation of this study was one novice teacher was interviewed, and the findings were not generalized to other novice special education teachers. However, the implication was that new teachers, especially special education teachers, need mentors in the first year of teaching and beyond. Social change may include improved mentoring programs for school districts to ensure that novice special education teachers remain in the teaching profession.
Descriptors: Beginning Teachers, Mentors, Teaching Experience, Special Education Teachers, Program Effectiveness, Beginning Teacher Induction, Teacher Persistence, Teacher Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A