Teacher Induction and Mentoring: Supporting Beginning Teachers (Palgrave Studies on Leadership and Learning in Teacher Education)

Contents
Notes on Contributors
List of Figures
List of Tables
Novice Teacher Induction in Russia: Management and Mentoring
	Introduction: The Russian Approach and Aims of Induction Policies and Programs
	Historical Background: The Traditional Concept of Mentoring in the Russian Science and Practice of the Twentieth Century
	Theoretical Background: The Studies of the Russian Scholars Devoted to the Difficulties in Mentoring and Teaching Activities of Novice Teachers
	Design and Evaluation of Induction and Mentoring Programs
		Increasing the Motivation of Novice Teachers
		Building Up the Methodological Potential of Young Teachers
		Advanced Training of Novice Teachers
		Individual Support of Novice Teachers
		Corporate Culture Development and Social Partnership Development
	Empirical Example of the Conducted Pedagogical Experiment on Novice Teacher Induction Projects. Results and Discussion
	Conclusions
	References
Workplace Learning and the Practice of Agency in the First Two Years of Teaching: The Case of Arab Novices in Israel
	Introduction
	Theoretical Background
	Context
	Method
	Findings
		Novices’ Learning Processes Are Influenced by the Cultural Norms of the Local Community
			The Cultural Norms of the Local Community Influence How Novices Experience Their Status Among Colleagues
			The Way in Which the Principal Defines the Novice’s Status Bears an Influence on the Learning Process
		Novices Enact Individual Agency to Steer Their Learning When Workplace Learning Resources Are Limited
			Agency to Avoid Undesired Traditional Practices
			Agency to Compensate for Limited Collegial Support
			Resorting to Students as a Form of Agency
	Discussion
	Appendix: Semi-structured Interview Guide
	References
The Teacher Induction Scheme (TIS) in Scotland: Adoption, Evolution, Revolution
	Introduction
	A Teaching Profession for the 21st Century
	Teaching Scotland’s Future
	Advancing Professionalism in Scotland
	The Role of the General Teaching Council
	The Role of the Supporter/Mentor
	Impact of the Teacher Induction Scheme
	Becoming a Teacher During the Global Pandemic
	Conclusion
	References
Resilience as a Crucial Training Topic in Teacher Induction Plans: A Systematic Literature Review
	Introduction
	Theoretical Framework
		Induction as a Training Stage
		Resilience as a Teaching Capability
		The Development of Resilience Within Induction Programmes
	Aims
	Method
		Design
		Collection and Analysis of Documents
			Searching Documents
			Exclusion Criteria
			Analysis of Documents
		Categories of Analysis
			Methodological Analysis
			Content Analysis
	Results
		Data on Prevalence by Country
		Methodological Analysis Data
		Conceptual Analysis Data
	Discussion
		Conclusions
		Outlook
	Annex: Table with the Analysis of the Documents Reviewed
	References
Integrative Mentoring Pedagogies to Promote Beginning Teachers’ Professional Development: Connecting Practice, Theory and Person
	Introduction: The Dutch Context
		Teacher Attrition
		Induction Programmes
		Mentors for Learning
	Integrative Perspective on Teacher Learning and Mentoring
		Practice, Theory and Person: Cornerstones for Mentoring
		Integrative Models of Teacher Learning
		Linking Levels of Learning with Diverse Pedagogies
	Integrative Mentoring Pedagogies: 20 Examples
		Practice as Starting Point
		Theory as Starting Point
			Focus on Knowledge for Practice
			Focus on Knowledge in Practice
			Focus Knowledge of Practice
		Person as Starting Point
	Contextual Factors and Research Challenges
		Adaptive Mentoring
		Organizational Preconditions
		Research Challenges
	References
Generative Mentorship: Exemplars from a STEM Teacher Preparation Program
	teachHOUSTON Program and Its Context
		teachHOUSTON
		National Science Foundation
		NSF UH-LIFE Grant
		NSF LEAD Houston Grant
		teachHOUSTON STEM Interactive
	Literature Review
		Mentoring
	Conceptual Framework
		Experience
		Story
		Knowledge Communities
		Culturally Relevant Pedagogy
	Method
		Narrative Inquiry as Mode of Investigation
			Analytical Tools
		Narrative Exemplars as Representational Form
			Truth Claims
	Narrative Exemplars in teachHOUSTON’s Grant Programs
		Saul’s Journey
		Cindy’s Journey
		Bernardo’s Journey
	Emergent Themes
		Mentoring and Inquiry
		Mentoring and Feedback
		Mentoring and Culturally Responsive Pedagogy (CRP)
	Final Words
	References
An Understanding of the Way Mentors and School Leaders Can Support the Effective Transition of Beginning Teachers into the Teaching Profession
	Introduction
	The Social Aspect of Teachers’ Practices
	The Maltese Context
	Method
	Findings
		The Crucial Role of the School Leadership Team
		School Cultures Promoting Learning
		Supportive Collegial Relationships
	Discussion and Conclusion
	References
Mentoring as a Professional Practice: Inquiry, Sense-Making, and Collaboration
	Introduction
	Theoretical Framework
	The Study
	Analysis
		Gatekeepers of the Profession
		Reflection as an Essential Component of Becoming a Teacher and a Mentor
		The Gleaning of Knowledge
		Promoting TC Autonomy
		Communities of Practice
	Outcomes
		The Mentoring Kite: Revisited
		Mirroring, Conversations, and Collaboration
			Mirroring
			Conversation
			Collaboration
	Final Word
	References
Classroom Interaction Challenges as Triggers for Improving Early Career Teachers’ Pedagogical Understanding and Competencies Through Mentoring Dialogues
	Introduction: Objectives and Research Questions
	Theoretical Framework
		Challenges in Classroom Interaction Among Early Career Teachers in Teacher Education
		Mentoring Dialogues in Teacher Education: Understanding Early Career Teachers’ Challenges in Classroom Interaction
	Methodology
		Research Context
		Data Collection
		Data Analysis in Three Phases
	Results
		Early Career Teachers’ Experienced Challenges in Classroom Interaction
		Qualities of Mentoring Dialogues Triggered by the Classroom Interaction Challenges
	Significance of the Work to Quality and Professional Learning in Teacher Education
	References
What Remains of Mentor. Investigation on the Former Trainees Involved in Mentoring Program at the University of Bari, Italy
	Objectives and Research Questions
	Theoretical Perspectives
	Methodology
		Data Sources
		Data Analysis
			Quantitative Data Analysis: Closed-Ended Items
			Qualitative Data Analysis: Open-Ended Items
		Results
	Discussion of Results and Significance for Professional Learning in Teacher Education
	References
Virtual Mentoring for Teacher Education: Mentors and Mentees Learning Together in the Third Space
	Introduction
	Tensions in Traditional School-Based Mentoring Practices in Hong Kong
	Locating a Third Space for Mentoring: Theoretical Perspectives on Teacher Induction
	Background: The Virtual Mentoring Project
	Research Design and Method
	Findings
	What Learning Occurred for Virtual Mentees?
	What Learning Occurred for Virtual Mentors (Beginner and Expert Teachers)?
	Discussion
		Elimination of Barriers in a Third Space
		An Interplay of Formal and Informal Learning
		A Safe Space for Disordering Knowledge
	Reflections and Implications
	Conclusion
	References
Index