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pubs/134 Do Teacher Induction and Mentoring Matter?
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@MISC{Ingersoll_pubs/134do,
author = {Richard Ingersoll and Thomas M. Smith and Richard M. Ingersoll and Thomas M. Smith},
title = {pubs/134 Do Teacher Induction and Mentoring Matter?},
year = {}
}
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Abstract
In recent years there has been a growing interest in support, guidance, and urientatitm programs-eollectively knoum as inductitm-for beginning elementary and secondary teachers during the transition into theirfirst teachingjobs. This study examines whether such supports have a positive effect on the Tl!tentitm ofbeginning teachers. The study alsofocuses on different types and components ofinduction, including mentoring programs, collective' group activities, and the provisitm ofextra Tl!Sources and reduced workloads. The Tl!Sults indicate that beginning teachers who were provided with multiple supports, were less likely to move to other schools and less likely to leave the teaching occupatitm altogCther after theirfirst year. Some forms ofassistance and support, however, did not appear to inCTl!ase beginners ' retention. In recent years there has been a growing interest in support, guidance IIand orientation programs-collectively known as induction-for beginning elementary and secondary teachers during the transition into their first teachingjobs. Historically, the teaching occupation has not had the kind of
Keyphrases
teacher induction mentoring matter secondary teacher recent year tl tentitm inductitm-for beginning positive effect component ofinduction theirfirst teachingjobs form ofassistance teaching occupatitm group activity guidance iiand orientation teaching occupation theirfirst year provisitm ofextra tl source first teachingjobs induction-for beginning multiple support different type ase beginner tl sults
