Title
Faculty mentors in teacher induction: Developing a cross-institutional identity
Document Type
Article
Publication Date
2011
Abstract
Though the knowledge base on mentoring new teachers has grown exponentially in the past 30 years, researchers know less about university involvement in induction, and even less about the role that faculty mentors may play in induction. Drawing on interview, e-mail, and observational data from a yearlong mentoring relationship between a faculty mentor and 7 new teachers, the author examined a faculty mentor's role in supporting beginning teachers. Findings highlight the importance of identity development in assuming a cross-institutional role as a faculty mentor. The transition from teacher educator to teacher mentor requires the development of a mentor identity that is recognized and valued in the community of practice inhabited by classroom teachers.
Publication Title
The Journal of Educational Research
Repository Citation
Smith, Emily, "Faculty mentors in teacher induction: Developing a cross-institutional identity" (2011). School of Education and Human Development Faculty Publications. 162.
https://digitalcommons.fairfield.edu/education-facultypubs/162
Published Citation
Smith, E. R. (2011). Faculty mentors in teacher induction: Developing a cross-institutional identity. The Journal of Educational Research, 104(5), 316-329. doi:10.1080/00220671.2010.482948.
DOI
10.1080/00220671.2010.482948
Peer Reviewed
Comments
Copyright 2011 Taylor & Francis
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