The DOI matches its Crossref record.
Teacher Mentoring and Teacher Retention
Abstract
Four years after their initial, mentored teaching year, two cohorts of beginning teachers (N= 160) were surveyed to determine whether they had remained in teaching and their retrospective attitudes about mentoring. Approximately 96% of those located were still teaching. Of the different types of support they received from their mentors, they most valued emotional support. It is suggested that teacher mentoring may reduce the early attrition of beginning teachers.
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Citations
Cited by
A closer look at the role of mentor teachers in shaping preservice teachers' professional identity
Izadinia, M. (2015) · Teaching and Teacher Education · doi:10.1016/j.tate.2015.08.003 · Cited by 242
The Working Conditions and Induction Support of Early Career Special Educators
Billingsley, B., Carlson, E., & Klein, S. (2004) · Exceptional Children · doi:10.1177/001440290407000305 · Cited by 210
Lin, P.-J., & Acosta-Tello, E. (2017) · ZDM · doi:10.1007/s11858-016-0829-1 · Cited by 9
Metadata
- Authors
- Odell, S. J., & Ferraro, D. P.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 1992-05
- Volume
- 43
- Issue
- 3
- Pages
- 200-204
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2075031427
- Cited by
- 301
- References
- 0
- FWCI
- 22.06
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
