Mentoring in the incubator induction framework: a dual-structured mentoring approach

Stage 1: Survival During Stage 1, which may last throughout the first full year of teaching, the teacher's main concern is whether she can survive. This preoccupation with survival may be expressed in questions the teacher asks: "Can I get through the day in one piece? Without losing a child? Can I make it until the end of the week? Until the next vacation? Can I really do this kind of work day after day? Will I be accepted by my colleagues?" Such questions are well expressed in Ryan's enlightening collection of accounts of first-year teaching experiences (3).

Novice teachers' perspectives on mentoring: The case of the Estonian induction year

The first years of teaching are crucial for novice teachers’ integration into and retainment in the education system. The support they receive from experienced teachers impacts their professional development. Science, technology, engineering, and mathematics (STEM) teachers require specialized support from domain-specific mentors. In this study, we examined how a three-level mentoring support system contributes to STEM novice teachers’ professional growth (PG) and to their mentors. The support system levels are individual mentoring, group mentoring, and mentoring networks. Based on the framework of teachers’ professional development, there are three PG dimensions: personal, professional, and social. Our research goal was to analyze teachers’ professional growth by the various mentoring level and dimension combinations. The study, conducted using a mixed methods approach, included 123 novice and 78 experienced STEM teachers. We examined the novice teachers’ perceptions of their teaching efficacy, the mentoring factors, correlations between the professional growth dimensions, and the contribution of each support level to the growth dimensions. We found that experienced teachers perceive novice teachers’ efficacy as lower than that perceived by the novice teachers. We identified gaps between the mentoring factors described by novice and experienced teachers and a strong correlation between the growth dimensions. All three mentoring support levels facilitate substantive personal, professional, and social growth. Individual mentoring contributes the most to all three growth dimensions, followed by mentoring networks. The contribution of this research is its elucidation of the intertwined support levels, which provide scaffolds for the novice teachers and facilitate the growth of the experienced teachers.

The initial years of teaching are fundamental in a teacher’s professional development. Unfortunately, a considerable body of literature has indicated remarkable findings on the high attrition rates in novice teachers due to the problems they face at the start of their career. Thus, the aim of this case study is to examine the challenges novice teachers encounter at the start of their career in two private schools in Dubai, United Arab Emirates. Furthermore, this study illuminates the induction programs that helped novice teachers to overcome obstacles and maintain their self-efficacy and self-determination. Questionnaires were distributed to 25 novice teachers from various levels in both schools, followed by semi-structured interviews conducted with a school principal from each institution, an in-depth interview with 5 novice teachers from each school, and a focus group interview with 6 teachers from different grade levels and subject expertise in each school. Results indicate that novice teachers perceive their first years of teaching as difficult to handle without support. Following an inductive approach, major themes have aligned with the literature review, mainly instructional, relational, and adaptation challenges. In parallel, significant themes have developed regarding the beginning teacher induction programs, i.e., online support, collegial, and administrative support. To promote novice teachers’ professional growth, participants have suggested significant recommendations to support early career teachers.

This study explores the relationship between principals’ leadership practices and teachers’ professional development at university level in Punjab, Pakistan. The study aimed to identify how principals' leadership behaviors, such as vision setting, communication, decision-making, and support for staff, impact teachers' professional growth and development opportunities. The research focused on two public sector universities (Punjab University and Bahauddin Zakariya University, Multan) and two private sector universities (Lahore University of Management Sciences (LUMS) and University of Management and Technology (UMT), Lahore, Multan Campus). A total of 400 teachers and 8 principal officers participated in the study as respondents making the total sample size 408. A structured questionnaire was developed to collect data, consisting of 30 items 15 related to leadership practices and 15 related to professional development. Descriptive statistics, mean scores, standard deviations, and correlation analysis were used to analyze the data. The findings revealed that principals' leadership practices had a significant positive relationship with teachers' professional development, particularly in areas such as vision and goal setting, communication, and support. Teachers perceive the professional development programs, including workshops, mentoring, and career growth opportunities, as valuable but with some variability in access and effectiveness. The study concluded that effective leadership plays a crucial role in fostering an environment conducive to teachers' professional development and recommended that university leadership should focus on improving mentoring programs and career advancement opportunities to enhance teachers' professional growth.

Introduction As part of the second phase of the Commonwealth Partnership for Antimicrobial Stewardship (CwPAMS2) programme1, the Commonwealth Pharmacists Association is hosting the Africa Leadership Fellowship Antimicrobial Stewardship (ALF-A). This year-long, bespoke fellowship programme is designed to address identified gaps in antimicrobial stewardship (AMS) capabilities and strategies within the African context.2 ALF-A is funded by the UK Department of Health and Social Care's Fleming Fund and currently supports 45 early- to mid-career pharmacists in 8 sub-Saharan African countries: Ghana, Kenya, Malawi, Nigeria, Sierra Leone, Tanzania, Uganda and Zambia. Each fellow was assigned two mentors (in-country and UK-based) with expertise in health leadership, AMS, and/or OneHealth; mentors are responsible for supporting the assigned fellow for the year, focusing on role and leadership development, including the leading of an AMS improvement initiative project. Aim This study aims to evaluate the mentorship experience of CwPAMS2 ALF-A fellows. Methods An online survey was developed and disseminated to all 45 ALF-A fellows in May 2024. The survey was designed to gather information on demographic variables and general mentorship experience, both in-country and UK-based, including the perceived advantages and barriers associated with mentorship, and recommendations for improvement. Data were analysed in Excel using descriptive statistics, and the open-ended questions were thematically analysed using N-Vivo. No ethical approval was required for this study. Results A total of 40 fellows completed the survey (89% response rate). Just over half (55%) reported that they had no mentorship experience before ALF-A to support their professional development. The majority (93%) had at least one meeting with each of their ALF-A mentors; face-to-face meetings (48%) were the most common way of interacting with in-country mentors, and Zoom (45%) or MSTeams (43%) were the two most common communication channels with UK-based mentors. The perceived benefits of having a mentor were: professional growth, skill development and self-improvement; support in project direction; networking and connections. Some participants appreciated “knowledge sharing, especially from the UK mentor”. In contrast, challenges included: late mentorship assignment and start; misalignment of knowledge/expertise; logistical challenges (e.g. difficulties scheduling meetings due to busy schedules, lack of face-to-face meetings, internet connectivity issues); and personal challenges (e.g. overcoming shyness or other personal barriers to effective communication, uncertainty about what to discuss or how to initiate conversations with mentors). Time-difference/availability was also reported as a major challenge with the UK mentors. Discussion and conclusion This study revealed key insights into the mentorship experiences of ALF-A fellows, fostering professional growth and skill development. While early-career mentees highlighted the guidance provided and their increased confidence to deal with internal issues such as shyness and hesitancy, mid-career mentees further emphasised sustained career development and networking. Suggestions for improvement of the mentorship experience are currently being considered, including: improving/tailoring the matching process; providing additional training and support resources; improving engagement through flexible and accessible communication channels; and ensuring good time-management and flexibility. We continue to monitor and improve ALF-A as the programme progresses to better prepare pharmacists to take on leadership roles and contribute to AMS initiatives effectively.

This chapter examines the results of an investigation carried out by the researchers from a Brazilian public institution and experienced teachers (mentors) that aimed to produce knowledge on teacher professional development and learning, investigate educational processes of mentors interacting with novice teachers by e-mail, evaluate the continued education methodology adopted, and contribute to existing knowledge on online continued teacher education. The main sources of data were email communications between mentors and novice teachers, the mentors’ and novice teachers’ reflective journals, and the researchers’ observations from weekly meetings between the mentors and the teachers. The development of the online Mentorship Program has been a much more complex enterprise than a face-to-face equivalent program would have been because it demands entirely new logistics, but it promoted the establishment of professional and affective bonds among the participants, the broadening of professional knowledge, the mastery of online adult education technologies, and the participants’ professional growth.

This chapter examines the results of an investigation carried out by the researchers from a Brazilian public institution and experienced teachers (mentors) that aimed to produce knowledge on teacher professional development and learning, investigate educational processes of mentors interacting with novice teachers by e-mail, evaluate the continued education methodology adopted, and contribute to existing knowledge on online continued teacher education. The main sources of data were email communications between mentors and novice teachers, the mentors' and novice teachers' reflective journals, and the researchers' observations from weekly meetings between the mentors and the teachers. The development of the online Mentorship Program has been a much more complex enterprise than a face-to-face equivalent program would have been because it demands entirely new logistics, but it promoted the establishment of professional and affective bonds among the participants, the broadening of professional knowledge, the mastery of online adult education technologies, and the participants' professional growth.

Many teacher educators, teachers, students, administrators, and even novice teachers themselves assume that once novice teachers have graduated, they will be able to apply what they have learned in teacher-preparation programs during their first year of teaching. However, the transition from the teacher-education program to the first year of teaching has been characterized as a type of “reality shock” (Veenman 1984: 143); the ideals that novice teachers may have formed during the teacher-education program are often replaced by the realities of the social and political contexts of the school. One reason may be that teacher education programs are unable to reproduce environments similar to those teachers face when they graduate. Consequently, many novice teachers are left to cope on their own in a “sink-or-swim” situation (Varah, Theune, and Parker 1986). This chapter examines the challenges that novice second language teachers face in their first years in the classroom and outlines how these challenges can be addressed in language teacher education to better prepare novice teachers for the delicate transition from the teacher-education program to the first year of teaching. It first defines what is meant by the novice teacher and then discusses the topics of learning to teach, and the influences and challenges novice teachers that face during their first year.

Serving over 1.1 million students in more than 1,800 public schools, the New York City Department of Education is the largest school district in the nation. When individuals graduate from college with a bachelor’s degree in teacher education the New York City Department of Education assign a school-based mentor for one year. The case study examined how a novice special education teacher described his reflective experiences and progress, or lack thereof. The central research question was, “What were the differences, challenges, and successes between novice teachers’ first-year experiences and their third-year mentoring experiences?” Data collection included an individual interview. Data analysis was analyzing themes by manual coding. The findings were a lack of resources and exemplary administrative support. Still, often too late, lack of available materials, qualified mentor-teacher role, impractical standard planning time, meaningful observations, and good work ethics are qualities of mentors and initial dissatisfaction without a mentor. These results can inform school districts what happens when mentors are not assigned and develop improved mentoring programs for new special education teachers. A limitation of this study was one novice teacher was interviewed, and the findings were not generalized to other novice special education teachers. However, the implication was that new teachers, especially special education teachers, need mentors in the first year of teaching and beyond. Social change may include improved mentoring programs for school districts to ensure that novice special education teachers remain in the teaching profession.

Introduction Entering the teaching profession represents a critical phase in teachers’ professional development, marked by high emotional intensity, structural demands, and evolving identity processes. Despite growing recognition of the importance of teacher emotions for instructional quality and teacher well-being, little is known about how emotional experience and emotional exhaustion interact during the first year of teaching, particularly across different career entry pathways. Methods A nationwide online survey was conducted in Austria approximately 3 months after the start of the school year. The sample included 729 novice teachers (mentees) and 202 trained mentors ( N = 931). A dual-perspective design combined mentees’ self-reports with mentors’ external evaluations, investigating the affective profile of novice teachers and potential differences between regularly and non-regularly trained entrants. Data were analyzed using exploratory factor analyses, group comparisons, and regression models. Results Positive emotions were reported more frequently than negative emotions during the induction phase, a pattern also reflected in mentors’ evaluations. Negative emotional experiences were positively associated with emotional exhaustion, whereas positive emotions were negatively associated. These relationships emerged across both perspectives, although associations involving negative emotions were weaker in mentors’ reports. Unexpectedly, regularly trained novice teachers reported higher levels of negative emotions and emotional exhaustion than non-regular entrants. Discussion The findings challenge deficit-oriented views of the induction phase by highlighting the prominence of positive emotional experiences alongside affective vulnerability. They underscore the importance of emotion-sensitive approaches in teacher education, mentoring, and induction policies, highlighting the affective complexity of the first year of teaching.

Background Mentorship plays an important role in an individuals’ transition into the workforce, yet little is known of new-graduates experiences of workplace mentorship. The aim of this study was to explore new-graduate physiotherapists’ experiences of mentorship during their transition into professional practice in Australia. Background Mentorship plays an important role in an individuals’ transition into the workforce, yet little is known of new-graduates experiences of workplace mentorship. The aim of this study was to explore new-graduate physiotherapists’ experiences of mentorship during their transition into professional practice in Australia. Method A qualitative study with an interpretive phenomenological analytical approach was used. Semi-structured interviews of fifteen employed new-graduate physical therapists were undertaken within their first three to six months of clinical practice. Results Four key themes emerged from the data: 1) Advantages of individualized mentorship; 2) Supporting the needs of professional development through mentorship; 3) Mentorship is valued by new-graduate employees; and 4) Mentorship moderates perceptions of stress and anxiety. Conclusions New-graduate physiotherapists perceive workplace mentorship as a critical factor during the transition from student to clinician, which extends to the broader workplace. New-graduates place a strong value on individualized mentorship to support their professional development, which can influence self-perceived stress and anxiety and their perception of the workplace.

The study investigated the mentoring practices of senior teachers and school heads to facilitate the professional development of novice teachers (NT), particularly in enhancing lesson planning, classroom management, and pedagogical practices. This research was conducted as a phenomenological case study, wherein the researcher carried out semi-structured interviews with NT, senior teachers, and school heads operating in the primary schools of Rawalpindi city (20). The findings indicate that NT encounter challenges related to classroom management and behavioural issues with problematic students, are overwhelmed by the administrative responsibilities assigned by school heads, and often lack the support of senior colleagues in areas such as lesson planning, pedagogy, and assessment practices. The lack of academic cohesion among NT, senior teachers, and school heads poses a significant obstacle to reciprocal and ongoing professional development. An institution-based framework is recommended to facilitate the continuous professional development of NT while simultaneously supporting senior teachers. Furthermore, the study highlights the need for structured mentorship programs that foster collaboration and knowledge sharing among educators. Novice teachers often struggle with adapting to school culture and implementing effective teaching strategies due to insufficient guidance. Senior teachers, while experienced, may lack formal training in mentorship, leading to inconsistent support. School heads play a crucial role in bridging this gap by promoting a culture of professional growth. Recommendations include regular workshops, peer observations, and feedback mechanisms to strengthen mentoring relationships. Addressing these challenges will enhance teaching quality and create a supportive environment for both new and experienced educators. References Ahmad, I., Rehman, K., Ali, A., Khan, I., & Khan, A. F. (2014). 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Introduction: This research aims to discover the role of collegiality, as one of the internationally recognized tools for continuous professional development, in the professional growth journey of both novices and experts to give an insight into how effective, forming and maintaining healthy positive relationships, is to novice teachers per se. Methods: The research used a mixed-method approach to investigate the research questions. It included 18 teachers from the Department of English, Blida2 University; 8 novices, and 10 experts. The research used two questionnaires; one dedicated to novices to discover the role of collegiality in their professional development and the second one to experts to investigate the contribution of collegiality in their journey of professional growth and skill development. Results: In line with the data gathered, the results indicate that teachers’ collegiality is reasonably favorable by novices and highly recommended by expert teachers. Discussion: Novices tend to maintain positive relationships in the workplace as they believe they would expand their knowledge and skills repertoire and help them cope with the exhaustive emotional turmoil of stress and discomfort the new profession’s burden unfolds on them. Expert teachers, despite expressing not having benefitted particularly from collegiality in their professional development journey, tend to support and advocate for it for novice teachers today. They also tend to see themselves as responsible for the various pedagogical and psychological help they provide for novices to facilitate the challenging journey they face. Limitations: Despite its general concern among all teachers from different fields, the research was limited to a convenient sample from the Department of English, Blida2 Lounici Ali University. Conclusions: The research on collegiality adds to the literature on continuous professional development tools and is informative to teachers of all levels to invest in their collegial relationships for the pedagogical and psychological accompaniment of novice teachers per se.

Novice teachers, who are in the initial stages of their career as educators, may exhibit a propensity for uncertainty regarding the execution of their professional responsibility. This is particularly dependent on their motivation and experiences accrued throughout their teaching journey. Consequently, novice teachers must engage in reflective practices concerning their professional experiences which involve their beliefs, motivations, and significant incidents that shape their professional identity development. This study involved three EFL novice teachers in elementary schools who are in their first year of teaching. This is a qualitative study that employed the Critical Incident Technique to gather and analyze the data following the five steps proposed by Hughes, William Son, & Lloyd (2007). The data were obtained using questionnaires and semi-structured interviews which were conducted online. Findings reveal that female novice teachers are more intrinsically motivated, driven by their interest in English and teaching, whereas male novice teacher is primarily motivated by his educational background and the prestige of the profession. Although all participants encountered similar critical incidents related to student behavior, teaching ability, classroom management, and teacher-teacher relationships, their responses varied. One participant viewed these challenges as opportunities for growth, while others felt demotivated, particularly when teaching elementary school students. The future career trajectories of novice teachers in education may be influenced by their reflections on these experiences.