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Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices' Initial Beliefs

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Title: Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices' Initial Beliefs
Language: English
Authors: Burger, Julian (ORCID 0000-0001-7630-9782)
Source: Journal of Teacher Education. 2024 75(1):107-121.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Constructivism (Learning), Mentors, Teacher Attitudes, Self Efficacy, Role, Novices, Beliefs, Beginning Teachers, Faculty Development, Foreign Countries, Teacher Orientation, Self Management
Geographic Terms: Germany
DOI: 10.1177/00224871231185371
ISSN: 0022-4871
1552-7816
Abstract: Mentoring is acknowledged as an essential prerequisite for successful teacher induction, but its effectiveness may vary depending on the mentor's quality of support and the mentee's initial professional beliefs. Focusing on novice teachers' self-efficacy and emotional management, this longitudinal study investigates how constructivist- and transmission-oriented mentoring approaches support beginning teachers' professional development, and how these approaches interact with the novices' initial beliefs about teaching and learning. The data stem from a sample of 138 beginning teachers who participated in an online survey during their second and third trimesters of practical training in Germany. Moderated regression analyses indicate positive effects of constructivist mentoring on teacher self-efficacy 6 months later, and an enhancing moderation effect of mentees' mismatching, transmissive beliefs. Results neither support distinct effects of constructivist mentoring on novices' emotional management nor associations between transmissive mentoring and the outcomes. Implications for mentoring research and practice are discussed.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1402426
Database: ERIC
FullText Text:
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  Data: Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices' Initial Beliefs
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  Data: <searchLink fieldCode="AR" term="%22Burger%2C+Julian%22">Burger, Julian</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7630-9782">0000-0001-7630-9782</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education%22"><i>Journal of Teacher Education</i></searchLink>. 2024 75(1):107-121.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Novices%22">Novices</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Orientation%22">Teacher Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1177/00224871231185371
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  Data: 0022-4871<br />1552-7816
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  Data: Mentoring is acknowledged as an essential prerequisite for successful teacher induction, but its effectiveness may vary depending on the mentor's quality of support and the mentee's initial professional beliefs. Focusing on novice teachers' self-efficacy and emotional management, this longitudinal study investigates how constructivist- and transmission-oriented mentoring approaches support beginning teachers' professional development, and how these approaches interact with the novices' initial beliefs about teaching and learning. The data stem from a sample of 138 beginning teachers who participated in an online survey during their second and third trimesters of practical training in Germany. Moderated regression analyses indicate positive effects of constructivist mentoring on teacher self-efficacy 6 months later, and an enhancing moderation effect of mentees' mismatching, transmissive beliefs. Results neither support distinct effects of constructivist mentoring on novices' emotional management nor associations between transmissive mentoring and the outcomes. Implications for mentoring research and practice are discussed.
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        Value: 10.1177/00224871231185371
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      – Text: English
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      – SubjectFull: Mentors
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Role
        Type: general
      – SubjectFull: Novices
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      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Beginning Teachers
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      – SubjectFull: Faculty Development
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Orientation
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      – SubjectFull: Self Management
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      – SubjectFull: Germany
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      – TitleFull: Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices' Initial Beliefs
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