Mentoring as the Core Element of New Teacher Induction in the USA: Policies and Practices

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dc.contributor.authorЗембицька, Марина Володимирівна
dc.contributor.authorZembytska, M.
dc.date.accessioned2016-07-05T06:59:08Z
dc.date.available2016-07-05T06:59:08Z
dc.date.issued2016-06-28
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 / [Chief Ed. N. M. Bidyuk]. – Kyiv–Кhmelnytskyi : KhNU, 2016. – Vol. 6, Iss. 2. – P. 67–73.uk_UA
dc.identifier.urihttps://elar.khmnu.edu.ua/handle/123456789/4740
dc.language.isoenuk_UA
dc.publisherKhmelnytskyi National Universityuk_UA
dc.subjectthe USAuk_UA
dc.subjectteacher mentoringuk_UA
dc.subjectmentor teacheruk_UA
dc.subjectnovice teacheruk_UA
dc.subjectteacher professional developmentuk_UA
dc.subjectmentoring programsuk_UA
dc.subjectinduction programsuk_UA
dc.subjectmentoring stakeholdersuk_UA
dc.subjectprinciplesuk_UA
dc.subjectdirectionsuk_UA
dc.subjecttypesuk_UA
dc.subjectcontentuk_UA
dc.subjectforms and methods of teacher mentoringuk_UA
dc.subject.udc371.13 (73)uk_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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