We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Constructivist and Transmissive Mentoring: Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices' Initial Beliefs.
- Authors
Burger, Julian
- Abstract
Mentoring is acknowledged as an essential prerequisite for successful teacher induction, but its effectiveness may vary depending on the mentor's quality of support and the mentee's initial professional beliefs. Focusing on novice teachers' self-efficacy and emotional management, this longitudinal study investigates how constructivist- and transmission-oriented mentoring approaches support beginning teachers' professional development, and how these approaches interact with the novices' initial beliefs about teaching and learning. The data stem from a sample of 138 beginning teachers who participated in an online survey during their second and third trimesters of practical training in Germany. Moderated regression analyses indicate positive effects of constructivist mentoring on teacher self-efficacy 6 months later, and an enhancing moderation effect of mentees' mismatching, transmissive beliefs. Results neither support distinct effects of constructivist mentoring on novices' emotional management nor associations between transmissive mentoring and the outcomes. Implications for mentoring research and practice are discussed.
- Subjects
GERMANY; MENTORING; SELF-efficacy in teachers; TEACHER development; TEACHER induction; BEGINNING teachers
- Publication
Journal of Teacher Education, 2024, Vol 75, Issue 1, p107
- ISSN
0022-4871
- Publication type
Article
- DOI
10.1177/00224871231185371