Associations between novice teachers’ perceptions of their relationship to their mentor and professional commitment

Datos Bibliográficos

ID21688694
AutoresHila Vaitzman Ben-David (0000-0001-8890-3922, Open University of Israel), Izhak Berkovich (0000-0001-5710-3666, Open University of Israel, autor de correspondencia)
Año2021
Volumen27
Número1-4
Páginas284-299
Fecha de publicación2021-05-19
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTeachers and Teaching (JOURNAL)
Identificadores de la revistaISSN: 1354-0602 • E-ISSN: 1470-1278
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13540602.2021.1946035
OpenAlexW3173847262
IdiomaEN
Citas recibidas6
Referencias citadas34

This first years of teaching constitute entry stage to the profession and are considered a period of critical importance for determining the new teacher’s professional identity. This study explores the associations between novice teachers’ perspectives of their relationship with their mentors and their professional commitment. This qualitative study utilises data from semi-structured interviews conducted with 35 second-year Israeli teachers (subsequent to a year of internship). The findings indicate an association between novice teachers’ high professional commitment and a functional mentoring relationship and lack of association between novice teachers’ low professional commitment and other types of mentoring relationships. The results and their implications are discussed

Internship · Medical education · Pedagogy · Perception · Professional development · Qualitative research · Sociology · Collaborative Teaching and Inclusion · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation