Mentoring as the core element of new teacher induction in the USA: policies and practices

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dc.contributor.authorZembytska, M.
dc.date.accessioned2016-12-14T10:51:26Z
dc.date.available2016-12-14T10:51:26Z
dc.date.issued2016
dc.description.abstractThe paper focuses on mentoring as the key strategy of novice teacher induction in the USA. The study reviews current mentoring/induction policies and trends in the U.S. system of in-service teacher training and support. The findings suggest that the conceptual framework, standards and practices of new teacher mentoring in the United States conform to the dynamic trends in education and organizational management. The conceptual modification of teacher mentoring manifests itself in the development of comprehensive and sustained formal induction programs based on the theories of educational leadership, adult learning, social interaction and collaborative learning. Quality induction programs are context-based and involve multiple stakeholders (schools, school districts, local educational organizations and agencies, partner universities, state departments of education etc). Diverse forms of mentoring (one-to-one, peer, group, reciprocal, online and needs-driven mentoring, etc.) are extensively combined with other induction components offered to beginning teachers and mentors during the whole induction period. The induction components include: summer courses, orientation sessions, workshops, seminars, webinars, conferences, interviews, informal meetings and celebrations, district-based mentor training programs etc. The quantitative data obtained through the analysis of the U.S. national surveys and research reports provides ground for highlighting those mentoring and induction programs which have significantly decreased turnover rates among new teachers, contributed to their professional development and improved academic achievement in public schools by providing students with quality instruction.uk_UA
dc.identifier.citationZembytska M. Mentoring as the core element of new teacher induction in the USA: policies and practices / M. Zembytska // Comparative Professional Pedagogy : Scientific Journal. – Kyiv-Khmelnytskyi : KhNU, 2016. – Vol. 6, Iss. 2. – P. 67-73.uk_UA
dc.identifier.urihttps://elar.khmnu.edu.ua/handle/123456789/5163
dc.language.isoenuk_UA
dc.publisherKhmelnytskyi National Universityuk_UA
dc.subjectmentoringuk_UA
dc.subjectbeginning/novice teacheruk_UA
dc.subjectmentoruk_UA
dc.subjectprotégé/menteeuk_UA
dc.subjectnew teacher inductionuk_UA
dc.subjectinduction programuk_UA
dc.subjectin-service traininguk_UA
dc.subjectprofessional developmentuk_UA
dc.titleMentoring as the core element of new teacher induction in the USA: policies and practicesuk_UA
dc.typeСтаттяuk_UA
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