Patterns of Formal and Informal Support within Teacher Induction -- Latent Classes and Their Implications for Novices' Competence and Well-Being
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| Title: | Patterns of Formal and Informal Support within Teacher Induction -- Latent Classes and Their Implications for Novices' Competence and Well-Being |
|---|---|
| Language: | English |
| Authors: | Burger, Julian (ORCID |
| Source: | Mentoring & Tutoring: Partnership in Learning. 2023 31(5):612-634. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Teacher Orientation, Mentors, Beginning Teachers, Teacher Attitudes, Faculty Development, Foreign Countries, Teacher Competencies, Well Being, Teaching Skills, Fatigue (Biology), Psychological Patterns, Elementary School Teachers, Secondary School Teachers, Teacher Characteristics |
| Geographic Terms: | Germany |
| DOI: | 10.1080/13611267.2023.2279892 |
| ISSN: | 1361-1267 1469-9745 |
| Abstract: | Studies on mentored learning to teach commonly focus on the quality of formally arranged mentoring relationships, leaving aside the informal sources of support that surround the mentor-mentee dyad. In this exploratory study, we broaden the scope and investigate how two distinct formal mentoring approaches interact with the informal support provided at teacher training schools in shaping the professional development of beginning teachers. Self-reports from 583 German beginning teachers on mentoring support, peer support, and collegial support are used to identify typical patterns of support during teacher induction. By means of latent class analysis, five support classes with qualitative differences are identified and subsequently compared with regard to their professional skills, self-efficacy, and emotional exhaustion using the BCH 3-step approach. Findings indicate significant differences across groups and a complementary relation between formal and informal support. Implications for effective teacher support within future teacher education are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1403249 |
| Database: | ERIC |
| Abstract: | Studies on mentored learning to teach commonly focus on the quality of formally arranged mentoring relationships, leaving aside the informal sources of support that surround the mentor-mentee dyad. In this exploratory study, we broaden the scope and investigate how two distinct formal mentoring approaches interact with the informal support provided at teacher training schools in shaping the professional development of beginning teachers. Self-reports from 583 German beginning teachers on mentoring support, peer support, and collegial support are used to identify typical patterns of support during teacher induction. By means of latent class analysis, five support classes with qualitative differences are identified and subsequently compared with regard to their professional skills, self-efficacy, and emotional exhaustion using the BCH 3-step approach. Findings indicate significant differences across groups and a complementary relation between formal and informal support. Implications for effective teacher support within future teacher education are discussed. |
|---|---|
| ISSN: | 1361-1267 1469-9745 |
| DOI: | 10.1080/13611267.2023.2279892 |
