Bridging the gap for beginning teachers: researcher as mentor

  • Lisa Andries D'Souza
  • International Journal of Mentoring and Coaching in Education, June 2014, Emerald
  • DOI: 10.1108/ijmce-07-2013-0039

Researchers provide unitended mentoring to beginning teachers

What is it about?

After working as a researcher on a longitudinal, qualitative study for seven years, there was evidence that a trusted relationship with my participants had been established. I conducted a follow-up study to further study how the relationship impacted the participants' early years in the classroom.

Why is it important?

While trust is an established theme in the mentoring literature, how and who this trust may be established with is essential to further research. This study looks the importance of longitudinal, non-evaluative relationships in developing mentoring relationships.

Perspectives

Dr Lisa Andries D'Souza
Assumption College

As a former classroom teacher, mentoring is essential as it often provides necessary support for beginning teachers. This study provides a unique perspective on the nature of mentoring give the length of the research study (a decade).

Read Publication

http://dx.doi.org/10.1108/ijmce-07-2013-0039

The following have contributed to this page: Dr Lisa Andries D'Souza