Breaking through the Isolation: Mentoring Beginning Teachers
Abstract
Preservice teachers can correspond with practitioners and other preservice teachers at a distance to validate that what they are being taught is both utilitarian and universal
Reference
Boreen, J., & Niday, D. (2000). Breaking through the isolation: Mentoring beginning teachers. Journal of Adolescent & Adult Literacy, 44(2), 152-163.
Journal
Journal of Adolescent and Adult Literacy
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
30
Other Participant Data
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
Research Questions
What kinds of questions and concerns do preservice teachers ask teacher mentors or other preservice teachers to respond to?
Is this research question explicit from the manuscript? Yes
What strategies do veteran teachers employ in mentoring beginning teachers?
Is this research question explicit from the manuscript? Unknown
What types of mentoring strategies do preservice teachers offer each other to aid in unit development and professional growth?
Is this research question explicit from the manuscript? Unknown
How is teacher - literacy - thinking like a teacher - evidenced in the email correspondences between veteran and preservice teachers?
Is this research question explicit from the manuscript? Unknown