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How different mentoring approaches affect beginning teachers' development in the first years of practice
ARTICLE

, , , , , , Max Planck Institute for Human Development, Germany

TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study examines the extent to which the quality of mentoring and its frequency during the first years of teaching influence teachers' professional competence and well-being. Analyses are based on a sample of more than 700 German beginning mathematics teachers who participated in a pre-test/post-test study over the course of one year. Findings indicate that it is the quality of mentoring rather than its frequency that explains a successful career start. In particular, mentoring that follows constructivist rather than transmissive principles of learning fosters the growth of teacher efficacy, teaching enthusiasm, and job satisfaction and reduces emotional exhaustion.

Citation

Richter, D., Kunter, M., Lüdtke, O., Klusmann, U., Anders, Y. & Baumert, J. (2013). How different mentoring approaches affect beginning teachers' development in the first years of practice. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 166-177. Elsevier Ltd. Retrieved July 4, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.012

Keywords