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Experiences of Beginning Teachers in a School-based Mentoring Program
Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
2005 (English)In: Educational Studies, ISSN 0305-5698, Vol. 31, no 3, 251-264 p.Article in journal (Refereed) Published
Abstract [en]

Even though teacher education has been successful in preparing students for their future profession, the classroom reality can differ greatly from the inservice training. Many novice teachers therefore find the transition from student teacher to inservice teacher overwhelming. To support beginning teachers, mentoring programs—where more experienced teachers support novice teachers—have become commonplace in many schools worldwide. In Sweden, mentoring for beginning teachers has been a frequent feature of support since 2001. This study, conducted in Sweden examines seven novice teachers and the impact the mentoring process had upon them during their first year teaching. Based on interviews, it was found that these experienced not only professional but also personal support from their mentors. The study also showed the significance of observant leaders within the mentorship program following up on the development of the mentor–mentee relationship.

Place, publisher, year, edition, pages
2005. Vol. 31, no 3, 251-264 p.
Keyword [en]
School-based mentoring, Begining teachers Professional development
National Category
Pedagogical Work
URN: urn:nbn:se:umu:diva-6078DOI: doi:10.1080/03055690500236290OAI: diva2:145746
Available from: 2007-12-06 Created: 2007-12-06 Last updated: 2011-01-12Bibliographically approved

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Lindgren, Ulla
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Teacher Education in Swedish and Social Sciences
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