An Understanding of the Way Mentors and School Leaders Can Support the Effective Transition of Beginning Teachers into the Teaching Profession

• Michelle Attard Tonna ^[1]
  1. [1] University of Malta

     University of Malta

     Malta

     
• Localización: Teacher Induction and Mentoring: Supporting Beginning Teachers / Juan José Mena Marcos (ed. lit.), Anthony Clarke (ed. lit.), 2021, ISBN 978-3-030-79833-8, págs. 173-195
• Idioma: inglés
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• Resumen

  • The initial stage of a teacher’s career can be an opportunity for professional growth, and an effective approach to address this is through mentoring. This chapter focuses on the mentoring of newly qualified teachers (NQTs) in Malta, a system which is part of an induction policy and which allocates a mentor to beginning teachers in their first year of teaching. This research explores the perceptions and experiences of six teacher mentors who are actively participating in the professional growth of NQTs. The narratives of these mentors raise important insights on how the organisational culture of the school and in particular, the school leader, can provide an opportunity for beginning teachers to grow professionally. Through the exploration of these narratives, a number of insights are drawn as to how this induction system can be enhanced to reinforce this crucial phase of teacher professional learning.