Formal and Informal Mentoring: Complementary, Compensatory, or Consistent?

被引：56

作者：

Desimone, Laura M. ^{[1
]}

Hochberg, Eric D. ^{[2
]}

Porter, Andrew C. ^{[1
]}

Polikoff, Morgan S. ^{[4
]}

Schwartz, Robert ^{[3
]}

Johnson, L. Joy ^{[5
]}

机构：

[1] Univ Penn, Grad Sch Educ, Philadelphia, PA 19104 USA

[2] Univ Penn, Philadelphia, PA 19104 USA

[3] Univ Penn, Ctr Mental Hlth Policy & Serv Res, Philadelphia, PA 19104 USA

[4] Univ So Calif, Los Angeles, CA USA

[5] Univ Michigan, Ann Arbor, MI 48109 USA

来源：

JOURNAL OF TEACHER EDUCATION | 2014年 / 65卷 / 02期

关键词：

mentoring; teacher induction; educational policy; PROFESSIONAL-DEVELOPMENT; BEGINNING TEACHERS; MATHEMATICAL KNOWLEDGE; NOVICE TEACHERS; DISTRICT POLICY; INDUCTION; INSTRUCTION; SUPPORT; SCHOOLS; REFORM;

D O I：

10.1177/0022487113511643

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Informal mentors likely play a substantial role in novice teacher learning, yet we know little about them, especially in relation to formal mentoring, which is the cornerstone to most induction programs. This study analyzes survey and interview data from 57 first-year mathematics teachers from 11 districts to investigate differences in the characteristics of formal and informal mentoring that can inform improvements in mentoring policy. Our findings suggest that informal and formal mentors sometimes serve similar functions but often provide compensatory and complementary support. Based on these findings, we identify a set of policy recommendations to improve new teacher supports.

引用

页码：88 / 110

页数：23

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