Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts

被引：14

作者：

Langdon, Frances J. ^{[1
]}

Alexander, Patricia A. ^{[1
,2
]}

Farquhar, Sandy ^{[1
]}

Tesar, Marek ^{[1
]}

Courtney, Matthew G. R. ^{[1
]}

Palmer, Melanie ^{[1
]}

机构：

[1] Univ Auckland, Fac Educ, Sch Learning Dev & Profess Practice, Auckland 1, New Zealand

[2] Univ Maryland, Dept Human Learning & Quantitat Methodol, College Pk, MD 20742 USA

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 57卷

关键词：

Teacher induction; Mentoring; Early childhood education; BEGINNING TEACHERS; PROGRAMS;

D O I：

10.1016/j.tate.2016.03.016

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This mixed-method study looked at perceptions of induction and mentoring among New Zealand early childhood educators. Specifically, 213 respondents drawn from five regions representing urban, rural and differing socioeconomic levels, school organizations, and professional roles completed a 19-item psychometrically sound survey. There were significant differences in responses for leaders/mentors in contrast to mentees or teaching staff. Based on quantitative outcomes, two focus groups of school leaders/mentors and mentees were convened. Qualitative analysis of the transcripts revealed several important themes that served to amplify or extended the survey results. Implications of the quantitative and qualitative results are overviewed. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：150 / 160

页数：11

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