Mentor-Novice Relationships and Learning to Teach in Teacher Induction: A Critical Review of Research

Authors

  • Jian Wang University of Nevada at Las Vegas
  • Lori A. Fulton University of Nevada at Las Vegas

DOI:

https://doi.org/10.4471/remie.2012.03

Keywords:

mentoring relationship, teacher induction, teacher learning

Abstract

This review examines the influences of teacher-mentor relationships on novice teachers' learning to teach and the program and school contexts shaping this relationship during teacher induction. It reviews systematically four bodies of empirical literature since 1995. They include the studies on the consequences of what mentors and novices do for novices' learning to teach and their student performances, the role of what mentors and novices brought into their relationship that shapes teacher mentoring relationship, the impacts of mentoring programs on mentor-novice relationships, and the influences of school contexts on mentor-novice relationships. The findings, research methodologies, and future directions for research about teacher mentoring relationship are synthesized and discussed in each section and at the end.

References

Abell, S. K., Dillon, D. R., Hopkins, C. J., McInerney, W. D., & O’Brien, D. (1995). "Somebody to count on?": Mentor/intern relationships in a beginning teacher internship program. Teaching and Teacher Education, 11(2), 173­188.

Achinstein, B., & Athanases, S. Z. (2005). Focusing new teachers on diversity and equity: Toward a knowledge base for mentors. Teaching and Teacher Education, 21(7), 843­862.

Achinstein, B., & Barrett, A. (2004). (Re)Framing classroom contexts: How new teachers and mentors view diverse learners and challenges of practice. Teachers College Record, 106(4), 716­746.

Alhija, F. N. A., & Fresko, B. (2010). Mentoring of new teachers: Correlates of activities and mentors' attitudes. Procedia ­ Social and Behavioral Sciences, 2(2), 2497­2500.

Barnett, B., Hopkins­Thompson, P., & Hoke, M. (2002). Assessing and supporting new teachers. Lessons from the Southeast. Chapel Hill, NC.: Southeast Center for Teaching Quality.

Bauer, S. C., & LeBlanc, G. (2002, November 6­8). Teacher Perceptions of the Mentoring Component of the Louisiana Teacher Assistance and Assessment Program. Paper presented at the Annual Meeting of the Mid­South Educational Research Association, Chattanooga, TN.

Bickmore, D. L., & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 1006­1014.

Bradbury, L. U., & Koballa, T. R., Jr. (2008). Borders to cross: Identifying sources of tension in mentor­intern relationships.

REMIE­MultidisciplinaryJournalofEducationalResearch,2(1) 89

Teaching and Teacher Education: An International Journal of Research and Studies, 24(8), 2132­2145.

Bullough, J. R. V., & Draper, R. J. (2004). Making sense of a failed triad: Mentors, university supervisors, and positioning theory. Journal of Teacher Education, 55(5), 407­420.

Bullough, R. V., Jr., & Draper, R. J. (2004). Mentoring and the emotions. Journal of Education for Teaching: International Research and Pedagogy, 30(3), 271­288.

Bullough, R. V., Jr., Young, J. R., Hall, K. M., Draper, R. J., & Smith, L. K. (2008). Cognitive complexity, the first year of teaching, and mentoring. Teaching and Teacher Education: An International Journal of Research and Studies, 24(7), 1846­1858.

Carver, C. L., & Katz, D. S. (2004). Teaching at the boundary of acceptable practice: What is a new teacher mentor to do? Journal of Teacher Education, 55(5), 449­462.

Cochran­Smith, M. (2001). Learning to teach against the (new) grain. Journal of Teacher Education, 52(1), 3­4.

Cochran­Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249­298.

Cochran­Smith, M., & Paris, P. (1995). Mentor and mentoring: Did Homer have it right? In J. Smith (Ed.), Critical Discourses on Teacher Development (pp. 181­202). London: Cassell.

Cohen, D. K., & Spillane, J. P. (1992). Policy and practice: The relations between governance and instruction. Review of Research in Education, 18, 3­49.

Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Promoting versatility in mentor teachers' use of supervisory skills. Teaching and Teacher Education, 24(3), 499­ 514.

Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms, 1890­1990 (2nd ed.). New York: Teachers College Press.

Darling­Hammond, L. (2005). Educating the new educator: Teacher education and the future of democracy. The New Educator, 1(1), 1­18.

Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education: An International Journal of Research and Studies, 26(5), 1219­1223.

Dymoke, S., & Harrison, J. K. (2006). Professional development and the beginning teacher: Issues of teacher autonomy and institutional conformity in the performance review process. Journal of Education for Teaching: International Research and Pedagogy, 32(1), 71­92.

Ehrich, L. C., Hansford, B., & Tennent, L. (2004). Formal mentoring programs in education and other professions: A review of the literature. Educational Administration Quarterly, 40(4), 518­540.

Feiman­Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support teacher. Journal of Teacher Education, 52(1), 17­30.

Feiman­Nemser, S., & Floden, R. (1986). The culture of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (Vol. 3rd Ed, pp. 505­526). New York: Macmillan.

Feiman­Nemser, S., & Parker, M. B. (1992a). Los Angeles mentors: Local guides or educational companions? (Research Report No. 92­10). East Lansing: National Center for Research on Teacher Learning, Michigan State University.

Feiman­Nemser, S., & Parker, M. B. (1992b). Mentoring in context: A comparison of two U.S. programs for beginning teachers (NCRTL special report). East Lansing, MI: National Center for Research on Teacher Learning, Michigan State University.

Feiman­Nemser, S., Parker, M. B., & Zeichner, K. (1993). Are mentor teachers teacher educators? In D. McIntyre, H. Hagger & M. Wilkin (Eds.), Mentoring: Perspective on school­based teacher education (pp. 147­165). London: Kogan Page.

Feiman­Nemser, S., Schwille, S., Carver, C., & Yusko, B. (1998). A conceptual analysis of literature on beginning teacher induction. (A work product of the National Partnership on Excellence and Accountability in Education Report). Washington, D.C.: U.S. Department of Education.

Feldman, D. C. (1999). Toxic mentors or toxic proteges? A critical re­ examination of dysfunctional mentoring. Human Resource

Management Review, 9(3), 247­278.

Fletcher, S. H., & Barrett, A. (2004). Developing effective beginning

teachers through mentor­based induction. Mentoring & Tutoring:

Partnership in Learning, 12(3), 321­333.

Fletcher, S. H., & Strong, M. A. (2009). Full­release and site­based

mentoring of new elementary grade teachers: An analysis of

changes in student achievement. New Educator, 5(4), 329­341. Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers' identities: A multi­perspective study. Teaching and

Teacher Education, 22(2), 219­232.

Glazerman, S., Dolfin, S., Bleeker, M., Johnson, A., Isenberg, E.,

Lugo­Gil, J., Ali, M. (2008). Impacts of comprehensive teacher induction: Results from the first year of a randomized controlled study (No. NCEE 2009­4034): National Center for Education Evaluation and Regional Assistance.

Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider, M., & Jacobus, M. (2010). Impacts of comprehensive teacher induction: Final results from a randomized controlled study (No. NCEE 2010­4027): National Center for Education Evaluation and Regional Assistance.

Gold, Y. (1990). Psychological support for mentors and beginning teachers: A critical dimmension. In T. M. Bey & C. T. Holmes (Eds.), Mentoring: Contemporary principles and issues (pp. 25­ 34). Reston: Association of Teacher Educators.

Greiman, B. C., Torres, R. M., Burris, S., & Kitchel, T. (2007). Beginning teachers' perceptions of in­school and In­profession mentoring relationships. Career and Technical Education Research, 32(1), 23­44.

Harrison, J., Dymoke, S., & Pell, T. (2006). Mentoring beginning teachers in secondary schools: An analysis of practice. Teaching & Teacher Education: An International Journal of Research and Studies, 22(8), 1055­1067.

Harrison, J., Lawson, T., & Wortley, A. (2005). Facilitating the professional learning of new teachers through critical reflection on practice during mentoring meetings. European Journal of Teacher Education, 28(3), 267­292.

Hellsten, L. M., Prytula, M. P., Ebanks, A., & Lai, H. (2009). Teacher

induction: Exploring beginning teacher mentorship. Canadian Journal of Education, 32(4), 703­733.

Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don't. Teaching and Teacher Education: An International Journal of Research and Studies, 25(1), 207­216.

Huling, L., & Resta, V. (2010). An investigation of the achievement effects of mentoring. In J. Wang, S. J. Odell & R. T. Clift. (Eds.), Past, present, and future research on teacher induction: An anthology for researchers, policy makers, and practitioners (pp. 241­260). Lanham, MD: Rowman & Littlefield.

Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88, 28­40.

Ingersoll, R. M., & Strong, M. (2011). The Impact of induction and mentoring programs for beginning teachers. Review of Educational Research, 81(2), 201­233.

Isenberg, E., Glazerman, S., Bleeker, M., Johnson, A., Lugo­Gil, J., Grider, M., & Dolfin, S. (2009). Impacts of comprehensive teacher induction: Results from the second year of a randomized controlled study (No. NCEE 2009­4072): National Center for Education Evaluation and Regional Assistance.

Kardos, S. M., & Johnson, S. M. (2010). New teachers' experiences of mentoring: The good, the bad, and the inequity. Journal of Educational Change, 11(1), 23­44.

Kardos, S. M., Johnson, S. M., Peske, H. G., Kauffman, D., & Liu, E. (2001). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2), 250­290.

Kennedy, M. M. (2010). Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591–598.

Kilburg, G. M. (2007). Three mentoring team relationships and obstacles encountered: A school­based case study. Mentoring & Tutoring: Partnership in Learning, 15(3), 293­308.

Kilburg, G. M., & Hancock, T. (2006). Addressing sources of collateral damage in four mentoring programs. Teachers College Record, 108(7), 1321­1338.

Koballa, T. R., Jr., Kittleson, J., Bradbury, L. U., & Dias, M. J. (2010). Teacher thinking associated with science­specific mentor preparation. Science Education, 94(6), 1072­1091.

Ladson­Billings, G. (1999). Preparing teachers for diversity: Historical perspectives, current trends, and future directions. In L. Darling­ Hammond & G. Sykes (Eds.), Handbook of policy and practice (pp. 86­124). San Francisco, CA: Jossey Bass.

Lee, J. C., & Feng, S. (2007). Mentoring support and the professional development of beginning teachers: A Chinese perspective. Mentoring & Tutoring, 15(3), 243­262.

Lofstrom, E., & Eisenschmidt, E. (2009). Novice teachers' perspectives on mentoring: The case of the Estonian induction year. Teaching and Teacher Education, 25(5), 681­689.

Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: The University of Chicago Press.

McCormack, A., Gore, J., & Thomas, K. (2006). Early career teacher professional learning. Asia­Pacific Journal of Teacher Education, 34(1), 95–113.

Nasser­Abu Alhija, F., & Fresko, B. (2010). Socialization of new teachers: Does induction matter? Teaching and Teacher Education: An International Journal of Research and Studies, 26(8), 1592­1597.

Nielsen, D. C., Barry, A. L., & Addison, A. B. (2007). A model of a new­teacher induction program and teacher perceptions of beneficial components. Action in Teacher Education, 28(4), 14­ 24.

Norman, P. J., & Feiman­Nemser, S. (2005). Mind activity in teaching and mentoring. Teaching and Teacher Education: An International Journal of Research and Studies, 21(6), 679­697.

Odell, S. J., & Huling, L. (Eds.). (2000). Quality mentoring for novice teachers. Indianapolis, Indiana: Kappa Delta Pi.

Puk, T. G., & Haines, J. M. (1999). Are schools prepared to allow beginning teachers to reconceptualize instruction? Teaching and Teacher Education, 15(5), 541­553.

Roehrig, A. D., Bohn, C. M., Turner, J. E., & Pressley, M. (2008). Mentoring beginning primary Teachers for exemplary teaching practices. Teaching and Teacher Education: An International

Journal of Research and Studies, 24(3), 684­702.

Schwille, S. A. (2008). The professional practice of mentoring.

American Journal of Education, 115(1), 139­167.

Shank, M. J. (2005). Mentoring among high school teachers: A dynamic and reciprocal group process. Mentoring and Tutoring,

(1), 73­82.

Shapira­Lishchinsky, O. (2009). Israeli teachers' perceptions of

mentoring effectiveness. International Journal of Educational

Management, 23(5), 390­403.

Shavelson, R. J., & Towne, L. (2002). Scientific research in education.

Washington D. C: National Research Council, Center for

Education.

Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of

induction and mentoring on beginning teacher turnover?

American Educational Research Journal, 41(3), 681­714. Stanulis, R. N., & Floden, R. E. (2009). Intensive mentoring as a way to help beginning teachers develop balanced instruction. Journal

of Teacher Education, 60(2), 112­122.

Strong, M. (2005). Teacher induction, mentoring, and retention: A

summary of the research. The New Educators, 1(3), 181­198. Strong, M., & Baron, W. (2004). An analysis of mentoring conversations with beginning teachers: Suggestions and

responses. Teaching and Teacher Education, 20(1), 47­57. Sweeny, B., & DeBolt, G. (2000). A survey of the 50 states: Mandated teacher induction programs. In S. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 97­106). Indianapolis:

Kappa Delta Pi.

Sykes, G., Bird, T., & Kennedy, M. (2010). Teacher education: Its

problems and some prospects. Journal of Teacher Education,

(5), 464­476.

Tang, S. Y. F., & Choi, P. L. (2005). Connecting theory and practice in

mentor preparation: Mentoring for the improvement of teaching

and learning. Mentoring and Tutoring, 13(3), 383–401.

Tharp, G., & Gallimore, R. (1988). Rousing mind to life: Teaching, learning, and schooling in social context. Cambridge: Cambridge

University Press.

Wang, J. (2001). Contexts of mentoring and opportunities for learning to teach: A comparative study of mentoring practice. Teaching and Teacher Education, 17(1), 51­73.

Wang, J. (2010). Mentored learning to teach mathematics as expected by reform: Internship experiences of two preservice teachers. Asian Journal of Educational Research and Synergy, 2(2), 52­86.

Wang, J., & Odell, S. J. (2002). Mentored learning to teach and standards­based teaching reform: A critical review. Review of Educational Research, 7(3), 481­546.

Wang, J., & Odell, S. J. (2003). Learning to teach toward standards­ based writing instruction: Experiences of two preservice teachers and two mentors in an urban, multicultural classroom. The Elementary School Journal, 104(2), 147­174.

Wang, J., & Odell, S. J. (2007). An alternative conception of mentor­ novice relationships: Learning to teach in reform­minded ways as a context. Teaching and Teacher Education: An International Journal of Research and Studies, 23(4), 473­489.

Wang, J., Odell, S. J., & Schwille, S. A. (2008). Effects of teacher induction on beginning teachers' teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132­152.

Wang, J., & Paine, W. L. (2001). Mentoring as assisted performance: A pair of Chinese teachers working together. The Elementary School Journal, 102(2), 157­181.

Wang, J., Strong, M., & Odell, S. J. (2004). Mentor­novice conversations about teaching: A comparison of two US and two Chinese cases. Teachers College Record, 106(4), 775­813.

Whittemore, R., & Knafl, K. (2005). The integrative review: Updated methodology. Journal of Advanced Nursing, 52(5), 546­553. Young, J. R., Bullough, J. R. V., Draper, R. J., Smith, L. K., &

Erickson, L. B. (2005). Novice teacher growth and personal models of mentoring: Choosing compassion over inquiry. Mentoring and Tutoring, 13(2), 169–188.

Youngs, P. (2007). District induction policy and new teachers' experiences: An examination of local policy implementation in Connecticut. Teachers College Record, 109(4), 797­837.

Downloads

How to Cite

Wang, J., & Fulton, L. A. (2012). Mentor-Novice Relationships and Learning to Teach in Teacher Induction: A Critical Review of Research. Multidisciplinary Journal of Educational Research, 2(1), 56–104. https://doi.org/10.4471/remie.2012.03

Issue

Section

Articles