THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS
Journal Title: Problems of Education in the 21st Century - Year 2018, Vol 76, Issue 3
Abstract
Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defned: (1) what difculties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their frst years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difculties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specifc knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession.
Authors and Affiliations
Līga Paula, Aiga Grīnfelde
Keywords
Related Articles
- EP ID EP35535
- DOI -
- Views 336
- Downloads 0
The Challenge of DeVeloping STraTegiC lifelong learning in The SChool CommuniTy
The teaching community plays an important role in promoting Lifelong Learning. In european level teachers’ competences have been described and efforts been made to encourage their active participation in Lifelong Learn...
SUBJECTIVITY BEGINS WITH INDEPENDENT THINKING
The interest of Estonian society has been focused on Estonian education with its various contradictory messages. On the one hand, the PISA study indicated that we can be proud of the results of the cooperation between ou...
PISA RESULTS OR X-RAY FILMS OF EDUCATION SYSTEMS?
To be able to develop well-equipped students in accordance with the expectations of the society is one of the objectives of every education system in every country. In this sense, monitoring student performance comparati...
THE RELATIONSHIPS BETWEEN THE TRADITIONAL BELIEFS AND PRACTICE OF MATHEMATICS TEACHERS AND THEIR STUDENTS’ ACHIEVEMENTS IN DOING MATHEMATICS TASKS
The importance of teachers’ beliefs for students’ learning is highlighted from different sources showing that teachers’ beliefs affect their teaching approach that, in turn, affects students’ achievement. The studies of...
ASSESSMENTS FOR LEARNING IN GRADES 1-9 IN A SPECIAL SCHOOL FOR STUDENTS WITH INTELLECTUAL DISABILITY IN SWEDEN
The aim of this research is to analyze teachers’ and paraprofessionals’ work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a power...