Mentoring beginning teachers: What we know and what we don't

被引：448

作者：

Hobson, Andrew J. ^{[1
]}

Ashby, Patricia ^{[1
]}

Malderez, Angi ^{[2
]}

Tomlinson, Peter D. ^{[2
]}

机构：

[1] Univ Nottingham, Sch Educ, Nottingham NG8 1BB, England

[2] Univ Leeds, Sch Educ, Leeds LS2 9JT, W Yorkshire, England

来源：

TEACHING AND TEACHER EDUCATION | 2009年 / 25卷 / 01期

关键词：

Mentoring; Beginning teachers; Early professional development; Literature review;

D O I：

10.1016/j.tate.2008.09.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring, and suggests that the key to maximising the former and minimising the latter lies in the realization of a number of conditions for successful mentoring, such as the effective selection and preparation of mentors. We also highlight a number of limitations in the current evidence base on beginner teacher mentoring. Some implications, for the practice of teacher educators, for policy-makers and for future research, are considered. (C) 2008 Elsevier Ltd. All rights reserved.

引用

页码：207 / 216

页数：10

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