The value of mentoring: a strategy for beginning design and technology teacher retention
Date
2012
Authors
MacGregor, D.
Editors
Middleton, H.
Advisors
Journal Title
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Type:
Conference paper
Citation
Explorations of best practice in technology, design & engineering education, 2012 / Middleton, H. (ed./s)
Statement of Responsibility
Conference Name
7th Biennial International Conference on Technology Education Research (5 Dec 2012 - 8 Dec 2012 : Surfers Paradise, Queensland)
Abstract
In Australia, 25 to 40 per cent of beginning teachers resign in their first 3 to 5 years of teaching (Berliner, 2001; Ewing & Smith, 2003). These figures are drawn from beginning teachers who have secured permanent employment. A lack of adequate support from school administrators and colleagues has been identified as a significant contributing factor in beginning teachers’ decision to leave the profession (Ingersoll & Strong, 2011). This paper draws on the findings of a qualitative case study of ten beginning Design and Technology teachers to strengthen the argument that effective mentoring is a key influence in facilitating retention in the profession beyond the identified three to five year period. The narratives of three beginning teachers are retold to investigate the interconnectedness between mentoring, the development of professional knowledge, identity formation and beginning teacher retention. It is concluded that to retain beginning Design and Technology teachers’ effective mentoring programs which provide personal and emotional support and opportunities for non judgmental critical feedback on professional practice are necessary. The paper commences with an examination of the literature associated with defining the role of mentoring.
School/Discipline
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Copyright 2012 Griffith Institute for Educational Research and the author