Functions and relational aspects of mentoring for novice teachers during the second year of teaching

ABSTRACT

Growing numbers of school systems and employers now provide and mandate mentoring for novice teachers. Most studies, however, have focused on the extensive mentoring provided during the first year of teaching, and not on mentoring in the following years. There is little research on the functions and on the relational aspects of mentoring new teachers. To address these issues, the present study implemented a qualitative approach. Semi-structured interviews were conducted with 35 Israeli novice teachers during their second year of teaching supported by a mentor. The findings shed light on the perceived meanings of the role of mentoring and the types of relationships that develop between the mentors and novice teachers in their second year of teaching. The theoretical and practical implications of the findings are discussed.

KEYWORDS:

• Functions
• induction
• mentoring
• novice teachers
• relationships

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. In the context of teacher education, the term ‘induction’ has multiple meanings (Feiman-Nemser 2010). To avoid confusion, in this paper we use the term ‘induction’ only to describe a formal programme that supports new teachers.

2. Of 11 induction programmes described by Zeichner (1979), six had a mentoring component.

3. https://poh.education.gov.il/merhavminhali/hachsharahitmachutknisalehoraa/hitmachutveknisalehoraa/pages/bestintegration.aspx#edua2