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首页> 外文期刊>Mentoring & Tutoring: Partnership in Learning >Beginning teacher success: an investigation into the feedback from mentors of formal mentoring programs
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Beginning teacher success: an investigation into the feedback from mentors of formal mentoring programs

机译：开始成功的老师：对正式指导课程导师反馈的调查

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Teacher mentors of first‐year teachers provided insight into those practices they viewed as essential for their success in the mentoring role. Specifically, they were queried about teacher involvement/support, staff development, administrative support and resource materials. Almost all of the mentor teachers believed a teacher mentoring program that had well‐defined goals was necessary for retaining beginning teachers. Some of the mentor teachers considered that staff development that provided strategies to serve students in special populations better was important for retaining beginning teachers. Mentors indicated that the most difficult parts of their duties involved scheduling conflicts with the mentee, receiving little support from administration (e.g., limited release time to meet with beginning teachers), and having no guidelines or preparation for what they were expected to do. Additional comments made by mentors consisted of the need for more time for new teachers to be able to reflect upon their teaching practices and a de‐emphasis on Texas Assessment of Knowledge and Skills (TAKS) scores. They also indicated that because too much time was being spent on students’ standardized test scores, schools and schooling were being negatively influenced.View full textDownload full textKeywordsmentors, mentor teachers, survey research, mentoring programs, first‐year teachersRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13611260903448383
机译：一年级教师的导师提供了对他们认为对成功发挥导师角色至关重要的实践的见解。具体来说，他们被问及教师的参与/支持，人员发展，行政支持和资源材料。几乎所有的导师老师都认为，有一个明确定义的目标的老师导师计划对于留住新进老师是必要的。一些指导教师认为，为更好地服务于特殊人群的学生而提供策略的员工发展对于保留初任教师很重要。导师指出，他们工作中最困难的部分包括安排与受训者的冲突，得不到行政部门的支持（例如，与初任教师见面的释放时间有限），并且对他们的预期工作没有任何指导或准备。导师的其他评论包括：需要更多的时间让新教师能够反思他们的教学实践，并不再强调德克萨斯州的知识和技能评估（TAKS）分数。他们还指出，由于花费太多时间在学生的标准化考试成绩上，对学校和学校的学习产生了负面影响。查看全文下载全文关键字导师，导师，调查研究，导师计划，第一年级教师相关var addthis_config = {ui_cobrand：“ Taylor＆Francis Online”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/13611260903448383

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