A hybrid approach benefits beginning teachers. (May 2015)

• Record Type: Journal Article
• Authors: Hochberg, Eric D.; Desimone, Laura M.; Porter, Andrew C.; Polikoff, Morgan S.; Schwartz, Robert; Johnson, L. Joy
• Is Part Of: Phi Delta Kappan. Volume 96:Number 8(2015:May)
• Page Start: 70
• Page End: 72
• Publication Date: 2015-05
• Subjects: Education -- United States -- Periodicals; Greek letter societies -- Periodicals; Onderwijs; Éducation -- Périodiques; Associations désignées par des lettres grecques -- Périodiques; Éducation; Enseignement; Pédagogie; Politique éducative; Recherche en éducation; Réforme du système éducatif; Services aux élèves; Système éducatif; États-Unis; Étude comparée (Descripteur de forme); Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.0097305
• DOI: 10.1177/0031721715583968
• Languages: English
• ISSNs: 0031-7217

Abstract

Formal mentoring is the cornerstone of most teacher induction programs, but teachers receive support from informal mentors as well. The authors report on findings from a study of 57 first-year mathematics teachers in 11 school districts to describe who teachers' formal and informal mentors are, how teachers work with them, and how the functions of formal and informal mentors serve for beginning teachers. They offer suggestions for how schools and districts can harness the power of these two forms of mentoring by embracing both.