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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 0000-0001-7630-9782), Schulz, Philipp (ORCID 0000-0003-3505-5733), Imhof, Margarete (ORCID 0000-0002-6308-995X)
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
FullText Text:
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  Data: Patterns of Formal and Informal Support within Teacher Induction -- Latent Classes and Their Implications for Novices' Competence and Well-Being
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  Data: <searchLink fieldCode="AR" term="%22Burger%2C+Julian%22">Burger, Julian</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7630-9782">0000-0001-7630-9782</externalLink>)<br /><searchLink fieldCode="AR" term="%22Schulz%2C+Philipp%22">Schulz, Philipp</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3505-5733">0000-0003-3505-5733</externalLink>)<br /><searchLink fieldCode="AR" term="%22Imhof%2C+Margarete%22">Imhof, Margarete</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6308-995X">0000-0002-6308-995X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Mentoring+%26+Tutoring%3A+Partnership+in+Learning%22"><i>Mentoring & Tutoring: Partnership in Learning</i></searchLink>. 2023 31(5):612-634.
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  Label: Availability
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
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  Data: 23
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Orientation%22">Teacher Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</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+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Fatigue+%28Biology%29%22">Fatigue (Biology)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1080/13611267.2023.2279892
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  Data: 1361-1267<br />1469-9745
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2023
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  Data: EJ1403249
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      – SubjectFull: Teacher Orientation
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      – SubjectFull: Mentors
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      – SubjectFull: Beginning Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Well Being
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      – SubjectFull: Teaching Skills
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      – SubjectFull: Fatigue (Biology)
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Germany
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      – TitleFull: Patterns of Formal and Informal Support within Teacher Induction -- Latent Classes and Their Implications for Novices' Competence and Well-Being
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