Abstract
While mentoring partnerships between new and more experienced educators have been shown to support early career teachers and improve retention, more research is needed to provide insight into how these mentoring partnerships work. In our study, we draw on sociocultural theory to examine the work of mentors supporting 15 novice teachers serving in high-needs areas across one school district. Using qualitative research methods and inductive analysis, we analyzed survey feedback, interviews with mentors and mentees, and mentoring summary reports collected across one school year. Analysis indicated the importance of the relationship between the mentor and mentee and the ways mentors worked to establish those relationships through stances of appreciation and co-learning. The mentors engaged in a number of mentoring approaches to support their mentees, tailoring these approaches to the needs of their mentee partners. Finally, analysis indicated several tensions related to mentoring.
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