Behavior, Paperwork, Instruction, & Supervision. . . Oh My!: A Review of the Literature on Mentorship for Teachers of Children With EBD

被引：0

作者：

Deger, Gwendolyn K. ^{[1
,5
]}

Moohr, Michele ^{[2
]}

Riden, Benjamin ^{[3
]}

Taylor, Jonte ^{[4
]}

机构：

[1] Youngstown State Univ, Youngstown, OH USA

[2] Shawnee State Univ, Portsmouth, OH USA

[3] James Madison Univ, Harrisonburg, VA USA

[4] Penn State Univ, State Coll, PA USA

[5] Youngstown State Univ, Youngstown, OH 44555 USA

来源：

JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS | 2024年 / 32卷 / 02期

关键词：

mentorship; induction; special education; emotional support; emotional support educators; special education teachers; SPECIAL-EDUCATION; CLASSROOM MANAGEMENT; STUDENTS; DISORDERS; RETENTION; INDUCTION; SUPPORT; BURNOUT; IMPLEMENTATION; PROGRAMS;

D O I：

10.1177/10634266241235131

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The role of a special educator is one of many different hats, including teacher, interventionist, comforter, parent, counselor, therapist, and administrator. These varying roles, particularly when working with students with emotional behavioral disorders, create one of the most emotionally taxing and challenging jobs in public education, which in turn leads to increased educator burnout and attrition. However, this does not need to be the fate of special educators. The purpose of this article is to (a) review one current support system widely implemented in the field for teachers of children with emotional behavioral disorders, (b) discuss the benefits of mentorship in the teaching workforce, (c) identify some of the barriers to mentorship, and (d) identify areas of reform for more effective mentorship practices.

引用

页码：95 / 109

页数：15