Mentor-Novice Relationships and Learning to Teach in Teacher Induction: A Critical Review of Research
https://doi.org/10.4471/remie.2012.03
Keywords:
Downloads
Abstract
This review examines the influences of teacher-mentor relationships on novice teachers' learning to teach and the program and school contexts shaping this relationship during teacher induction. It reviews systematically four bodies of empirical literature since 1995. They include the studies on the consequences of what mentors and novices do for novices' learning to teach and their student performances, the role of what mentors and novices brought into their relationship that shapes teacher mentoring relationship, the impacts of mentoring programs on mentor-novice relationships, and the influences of school contexts on mentor-novice relationships. The findings, research methodologies, and future directions for research about teacher mentoring relationship are synthesized and discussed in each section and at the end.Downloads
References
Abell, S. K., Dillon, D. R., Hopkins, C. J., McInerney, W. D., & O’Brien, D. (1995). "Somebody to count on?": Mentor/intern relationships in a beginning teacher internship program. Teaching and Teacher Education, 11(2), 173188.
Google Scholar CrossrefAchinstein, B., & Athanases, S. Z. (2005). Focusing new teachers on diversity and equity: Toward a knowledge base for mentors. Teaching and Teacher Education, 21(7), 843862.
Google Scholar CrossrefAchinstein, B., & Barrett, A. (2004). (Re)Framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106(4), 716746.
Google Scholar CrossrefAlhija, F. N. A., & Fresko, B. (2010). Mentoring of new teachers: Correlates of activities and mentors' attitudes. Procedia Social and Behavioral Sciences, 2(2), 24972500.
Google Scholar CrossrefBarnett, B., HopkinsThompson, P., & Hoke, M. (2002). Assessing and supporting new teachers. Lessons from the Southeast. Chapel Hill, NC.: Southeast Center for Teaching Quality.
Google Scholar CrossrefBauer, S. C., & LeBlanc, G. (2002, November 68). Teacher Perceptions of the Mentoring Component of the Louisiana Teacher Assistance and Assessment Program. Paper presented at the Annual Meeting of the MidSouth Educational Research Association, Chattanooga, TN.
Google Scholar CrossrefBickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 10061014.
Google Scholar CrossrefBradbury, L. U., & Koballa, T. R., Jr. (2008). Borders to cross: Identifying sources of tension in mentorintern relationships.
Google Scholar CrossrefREMIEMultidisciplinaryJournalofEducationalResearch,2(1) 89
Google Scholar CrossrefTeaching and Teacher Education: An International Journal of Research and Studies, 24(8), 21322145.
Google Scholar CrossrefBullough, J. R. V., & Draper, R. J. (2004). Making sense of a failed triad: Mentors, university supervisors, and positioning theory. Journal of Teacher Education, 55(5), 407420.
Google Scholar CrossrefBullough, R. V., Jr., & Draper, R. J. (2004). Mentoring and the emotions. Journal of Education for Teaching: International Research and Pedagogy, 30(3), 271288.
Google Scholar CrossrefBullough, R. V., Jr., Young, J. R., Hall, K. M., Draper, R. J., & Smith, L. K. (2008). Cognitive complexity, the first year of teaching, and mentoring. Teaching and Teacher Education: An International Journal of Research and Studies, 24(7), 18461858.
Google Scholar CrossrefCarver, C. L., & Katz, D. S. (2004). Teaching at the boundary of acceptable practice: What is a new teacher mentor to do? Journal of Teacher Education, 55(5), 449462.
Google Scholar CrossrefCochranSmith, M. (2001). Learning to teach against the (new) grain. Journal of Teacher Education, 52(1), 34.
Google Scholar CrossrefCochranSmith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249298.
Google Scholar CrossrefCochranSmith, M., & Paris, P. (1995). Mentor and mentoring: Did Homer have it right? In J. Smith (Ed.), Critical Discourses on Teacher Development (pp. 181202). London: Cassell.
Google Scholar CrossrefCohen, D. K., & Spillane, J. P. (1992). Policy and practice: The relations between governance and instruction. Review of Research in Education, 18, 349.
Google Scholar CrossrefCrasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Promoting versatility in mentor teachers' use of supervisory skills. Teaching and Teacher Education, 24(3), 499 514.
Google Scholar CrossrefCuban, L. (1993). How teachers taught: Constancy and change in American classrooms, 18901990 (2nd ed.). New York: Teachers College Press.
Google Scholar CrossrefDarlingHammond, L. (2005). Educating the new educator: Teacher education and the future of democracy. The New Educator, 1(1), 118.
Google Scholar CrossrefDevos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education: An International Journal of Research and Studies, 26(5), 12191223.
Google Scholar CrossrefDymoke, S., & Harrison, J. K. (2006). Professional development and the beginning teacher: Issues of teacher autonomy and institutional conformity in the performance review process. Journal of Education for Teaching: International Research and Pedagogy, 32(1), 7192.
Google Scholar CrossrefEhrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518540.
Google Scholar CrossrefFeimanNemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 1730.
Google Scholar CrossrefFeimanNemser, S., & Floden, R. (1986). The culture of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (Vol. 3rd Ed, pp. 505526). New York: Macmillan.
Google Scholar CrossrefFeimanNemser, S., & Parker, M. B. (1992a). Los Angeles mentors: Local guides or educational companions? (Research Report No. 9210). East Lansing: National Center for Research on Teacher Learning, Michigan State University.
Google Scholar CrossrefFeimanNemser, S., & Parker, M. B. (1992b). Mentoring in context: A comparison of two U.S. programs for beginning teachers (NCRTL special report). East Lansing, MI: National Center for Research on Teacher Learning, Michigan State University.
Google Scholar CrossrefFeimanNemser, S., Parker, M. B., & Zeichner, K. (1993). Are mentor teachers teacher educators? In D. McIntyre, H. Hagger & M. Wilkin (Eds.), Mentoring: Perspective on schoolbased teacher education (pp. 147165). London: Kogan Page.
Google Scholar CrossrefFeimanNemser, S., Schwille, S., Carver, C., & Yusko, B. (1998). A conceptual analysis of literature on beginning teacher induction. (A work product of the National Partnership on Excellence and Accountability in Education Report). Washington, D.C.: U.S. Department of Education.
Google Scholar CrossrefFeldman, D. C. (1999). Toxic mentors or toxic proteges? A critical re examination of dysfunctional mentoring. Human Resource
Google Scholar CrossrefManagement Review, 9(3), 247278.
Google Scholar CrossrefFletcher, S. H., & Barrett, A. (2004). Developing effective beginning
Google Scholar Crossrefteachers through mentorbased induction. Mentoring & Tutoring:
Google Scholar CrossrefPartnership in Learning, 12(3), 321333.
Google Scholar CrossrefFletcher, S. H., & Strong, M. A. (2009). Fullrelease and sitebased
Google Scholar Crossrefmentoring of new elementary grade teachers: An analysis of
Google Scholar Crossrefchanges in student achievement. New Educator, 5(4), 329341. Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers' identities: A multiperspective study. Teaching and
Google Scholar CrossrefTeacher Education, 22(2), 219232.
Google Scholar CrossrefGlazerman, S., Dolfin, S., Bleeker, M., Johnson, A., Isenberg, E.,
Google Scholar CrossrefLugoGil, J., Ali, M. (2008). Impacts of comprehensive teacher induction: Results from the first year of a randomized controlled study (No. NCEE 20094034): National Center for Education Evaluation and Regional Assistance.
Google Scholar CrossrefGlazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider, M., & Jacobus, M. (2010). Impacts of comprehensive teacher induction: Final results from a randomized controlled study (No. NCEE 20104027): National Center for Education Evaluation and Regional Assistance.
Google Scholar CrossrefGold, Y. (1990). Psychological support for mentors and beginning teachers: A critical dimmension. In T. M. Bey & C. T. Holmes (Eds.), Mentoring: Contemporary principles and issues (pp. 25 34). Reston: Association of Teacher Educators.
Google Scholar CrossrefGreiman, B. C., Torres, R. M., Burris, S., & Kitchel, T. (2007). Beginning teachers' perceptions of inschool and Inprofession mentoring relationships. Career and Technical Education Research, 32(1), 2344.
Google Scholar CrossrefHarrison, J., Dymoke, S., & Pell, T. (2006). Mentoring beginning teachers in secondary schools: An analysis of practice. Teaching & Teacher Education: An International Journal of Research and Studies, 22(8), 10551067.
Google Scholar CrossrefHarrison, J., Lawson, T., & Wortley, A. (2005). Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings. European Journal of Teacher Education, 28(3), 267292.
Google Scholar CrossrefHellsten, L. M., Prytula, M. P., Ebanks, A., & Lai, H. (2009). Teacher
Google Scholar Crossrefinduction: Exploring beginning teacher mentorship. Canadian Journal of Education, 32(4), 703733.
Google Scholar CrossrefHobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education: An International Journal of Research and Studies, 25(1), 207216.
Google Scholar CrossrefHuling, L., & Resta, V. (2010). An investigation of the achievement effects of mentoring. In J. Wang, S. J. Odell & R. T. Clift. (Eds.), Past, present, and future research on teacher induction: An anthology for researchers, policy makers, and practitioners (pp. 241260). Lanham, MD: Rowman & Littlefield.
Google Scholar CrossrefIngersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88, 2840.
Google Scholar CrossrefIngersoll, R. M., & Strong, M. (2011). The Impact of induction and mentoring programs for beginning teachers. Review of Educational Research, 81(2), 201233.
Google Scholar CrossrefIsenberg, E., Glazerman, S., Bleeker, M., Johnson, A., LugoGil, J., Grider, M., & Dolfin, S. (2009). Impacts of comprehensive teacher induction: Results from the second year of a randomized controlled study (No. NCEE 20094072): National Center for Education Evaluation and Regional Assistance.
Google Scholar CrossrefKardos, S. M., & Johnson, S. M. (2010). New teachers' experiences of mentoring: The good, the bad, and the inequity. Journal of Educational Change, 11(1), 2344.
Google Scholar CrossrefKardos, S. M., Johnson, S. M., Peske, H. G., Kauffman, D., & Liu, E. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2), 250290.
Google Scholar CrossrefKennedy, M. M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591–598.
Google Scholar CrossrefKilburg, G. M. (2007). Three mentoring team relationships and obstacles encountered: A schoolbased case study. Mentoring & Tutoring: Partnership in Learning, 15(3), 293308.
Google Scholar CrossrefKilburg, G. M., & Hancock, T. (2006). Addressing sources of collateral damage in four mentoring programs. Teachers College Record, 108(7), 13211338.
Google Scholar CrossrefKoballa, T. R., Jr., Kittleson, J., Bradbury, L. U., & Dias, M. J. (2010). Teacher thinking associated with sciencespecific mentor preparation. Science Education, 94(6), 10721091.
Google Scholar CrossrefLadsonBillings, G. (1999). Preparing teachers for diversity: Historical perspectives, current trends, and future directions. In L. Darling Hammond & G. Sykes (Eds.), Handbook of policy and practice (pp. 86124). San Francisco, CA: Jossey Bass.
Google Scholar CrossrefLee, J. C., & Feng, S. (2007). Mentoring support and the professional development of beginning teachers: A Chinese perspective. Mentoring & Tutoring, 15(3), 243262.
Google Scholar CrossrefLofstrom, E., & Eisenschmidt, E. (2009). Novice teachers' perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education, 25(5), 681689.
Google Scholar CrossrefLortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: The University of Chicago Press.
Google Scholar CrossrefMcCormack, A., Gore, J., & Thomas, K. (2006). Early career teacher professional learning. AsiaPacific Journal of Teacher Education, 34(1), 95–113.
Google Scholar CrossrefNasserAbu Alhija, F., & Fresko, B. (2010). Socialization of new teachers: Does induction matter? Teaching and Teacher Education: An International Journal of Research and Studies, 26(8), 15921597.
Google Scholar CrossrefNielsen, D. C., Barry, A. L., & Addison, A. B. (2007). A model of a newteacher induction program and teacher perceptions of beneficial components. Action in Teacher Education, 28(4), 14 24.
Google Scholar CrossrefNorman, P. J., & FeimanNemser, S. (2005). Mind activity in teaching and mentoring. Teaching and Teacher Education: An International Journal of Research and Studies, 21(6), 679697.
Google Scholar CrossrefOdell, S. J., & Huling, L. (Eds.). (2000). Quality mentoring for novice teachers. Indianapolis, Indiana: Kappa Delta Pi.
Google Scholar CrossrefPuk, T. G., & Haines, J. M. (1999). Are schools prepared to allow beginning teachers to reconceptualize instruction? Teaching and Teacher Education, 15(5), 541553.
Google Scholar CrossrefRoehrig, A. D., Bohn, C. M., Turner, J. E., & Pressley, M. (2008). Mentoring beginning primary Teachers for exemplary teaching practices. Teaching and Teacher Education: An International
Google Scholar CrossrefJournal of Research and Studies, 24(3), 684702.
Google Scholar CrossrefSchwille, S. A. (2008). The professional practice of mentoring.
Google Scholar CrossrefAmerican Journal of Education, 115(1), 139167.
Google Scholar CrossrefShank, M. J. (2005). Mentoring among high school teachers: A dynamic and reciprocal group process. Mentoring and Tutoring,
Google Scholar Crossref(1), 7382.
Google Scholar CrossrefShapiraLishchinsky, O. (2009). Israeli teachers' perceptions of
Google Scholar Crossrefmentoring effectiveness. International Journal of Educational
Google Scholar CrossrefManagement, 23(5), 390403.
Google Scholar CrossrefShavelson, R. J., & Towne, L. (2002). Scientific research in education.
Google Scholar CrossrefWashington D. C: National Research Council, Center for
Google Scholar CrossrefEducation.
Google Scholar CrossrefSmith, T. M., & Ingersoll, R. M. (2004). What are the effects of
Google Scholar Crossrefinduction and mentoring on beginning teacher turnover?
Google Scholar CrossrefAmerican Educational Research Journal, 41(3), 681714. Stanulis, R. N., & Floden, R. E. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal
Google Scholar Crossrefof Teacher Education, 60(2), 112122.
Google Scholar CrossrefStrong, M. (2005). Teacher induction, mentoring, and retention: A
Google Scholar Crossrefsummary of the research. The New Educators, 1(3), 181198. Strong, M., & Baron, W. (2004). An analysis of mentoring conversations with beginning teachers: Suggestions and
Google Scholar Crossrefresponses. Teaching and Teacher Education, 20(1), 4757. Sweeny, B., & DeBolt, G. (2000). A survey of the 50 states: Mandated teacher induction programs. In S. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 97106). Indianapolis:
Google Scholar CrossrefKappa Delta Pi.
Google Scholar CrossrefSykes, G., Bird, T., & Kennedy, M. (2010). Teacher education: Its
Google Scholar Crossrefproblems and some prospects. Journal of Teacher Education,
Google Scholar Crossref(5), 464476.
Google Scholar CrossrefTang, S. Y. F., & Choi, P. L. (2005). Connecting theory and practice in
Google Scholar Crossrefmentor preparation: Mentoring for the improvement of teaching
Google Scholar Crossrefand learning. Mentoring and Tutoring, 13(3), 383–401.
Google Scholar CrossrefTharp, G., & Gallimore, R. (1988). Rousing mind to life: Teaching, learning, and schooling in social context. Cambridge: Cambridge
Google Scholar CrossrefUniversity Press.
Google Scholar CrossrefWang, J. (2001). Contexts of mentoring and opportunities for learning to teach: A comparative study of mentoring practice. Teaching and Teacher Education, 17(1), 5173.
Google Scholar CrossrefWang, J. (2010). Mentored learning to teach mathematics as expected by reform: Internship experiences of two preservice teachers. Asian Journal of Educational Research and Synergy, 2(2), 5286.
Google Scholar CrossrefWang, J., & Odell, S. J. (2002). Mentored learning to teach and standardsbased teaching reform: A critical review. Review of Educational Research, 7(3), 481546.
Google Scholar CrossrefWang, J., & Odell, S. J. (2003). Learning to teach toward standards based writing instruction: Experiences of two preservice teachers and two mentors in an urban, multicultural classroom. The Elementary School Journal, 104(2), 147174.
Google Scholar CrossrefWang, J., & Odell, S. J. (2007). An alternative conception of mentor novice relationships: Learning to teach in reformminded ways as a context. Teaching and Teacher Education: An International Journal of Research and Studies, 23(4), 473489.
Google Scholar CrossrefWang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers' teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132152.
Google Scholar CrossrefWang, J., & Paine, W. L. (2001). Mentoring as assisted performance: A pair of Chinese teachers working together. The Elementary School Journal, 102(2), 157181.
Google Scholar CrossrefWang, J., Strong, M., & Odell, S. J. (2004). Mentornovice conversations about teaching: A comparison of two US and two Chinese cases. Teachers College Record, 106(4), 775813.
Google Scholar CrossrefWhittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546553. Young, J. R., Bullough, J. R. V., Draper, R. J., Smith, L. K., &
Google Scholar CrossrefErickson, L. B. (2005). Novice teacher growth and personal models of mentoring: Choosing compassion over inquiry. Mentoring and Tutoring, 13(2), 169–188.
Google Scholar CrossrefYoungs, P. (2007). District induction policy and new teachers' experiences: An examination of local policy implementation in Connecticut. Teachers College Record, 109(4), 797837.
Google Scholar CrossrefDownloads
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.