Abstract
Formal mentoring is the cornerstone of most teacher induction programs, but teachers receive support from informal mentors as well. The authors report on findings from a study of 57 first-year mathematics teachers in 11 school districts to describe who teachers’ formal and informal mentors are, how teachers work with them, and how the functions of formal and informal mentors serve for beginning teachers. They offer suggestions for how schools and districts can harness the power of these two forms of mentoring by embracing both.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
