Constructivist and Transmissive Mentoring
Effects on Teacher Self-Efficacy, Emotional Management, and the Role of Novices' Initial Beliefs
Bibliographic Data
| ID | 4307666 |
|---|---|
| Authors | Joachim Burger (0000-0001-7630-9782, Johannes Gutenberg University Mainz, corresponding author) |
| Year | 2024 |
| Volume | 75 |
| Issue | 1 |
| Pages | 107-121 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871231185371 |
| OpenAlex | W4384039601 |
| Language | EN |
| Citations received | 9 |
| References cited | 66 |
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
Constructivist teaching methods · Medical education · Moderation · Pedagogy · Professional development · Self-efficacy · Teacher education · Teacher induction · Teaching method · Collaborative Teaching and Inclusion · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
Investigating the change in prospective science teachers’ self-efficacy beliefs and the sources of this change during the teaching practice course
How mentor teachers and emotions influence professional identity and career decisions of preservice preschool teachers
What makes a good mentor of in-service teacher education? —A systematic review of mentoring competence from a transformative learning perspective
China’s Far West Program
Conceptualising preparedness for practice
Do epistemic beliefs matter for mentoring? Investigating mentor teachers’ perceptions & approaches to supporting model-based science teaching
From classroom challenges to scholarly insights
Paired for Success
Making Moves
The Managed Heart
International Handbook of Research on Teachers' Beliefs
Mentored Learning to Teach According to Standards-Based Reform
The Impact of Induction and Mentoring Programs for Beginning Teachers
Emotional Geographies of Teaching
Teacher Efficacy Research 1998–2009
Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom
‘I need to be strong and competent’
Weekly self-efficacy and work stress during the teaching practicum
Beginning teachers' efficacy and emotional exhaustion
Spring cleaning for the “messy” construct of teachers’ beliefs
Misleading Heuristics and Moderated Multiple Regression Models
What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review
Stichwort
Goal structures and teachers' sense of efficacy
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
Title unavailable
Common method biases in behavioral research
Teacher Efficacy
Emotion Display Rules, Emotion Regulation, and Teacher Burnout
Teachers’ emotions and emotional authenticity
Emotion work and job stressors and their effects on burnout
Emotional labour, burnout and job satisfaction in UK teachers
The Detection and Interpretation of Interaction Effects Between Continuous Variables in Multiple Regression
Emotional regulation goals and strategies of teachers
Teachers’ emotions and emotion management
Promoting versatility in mentor teachers’ use of supervisory skills
Mentoring beginning teachers
Development of the Beliefs about Primary Education Scale
An alternative conception of mentor–novice relationships
Mentor pedagogy and student teacher professional development
A longitudinal study of teacher burnout and perceived self-efficacy in classroom management
Mentoring styles and novice teachers’ well-being
How different mentoring approaches affect beginning teachers' development in the first years of practice
Borders to cross
Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester
Exemplary Teacher Induction
Critical Discourses on Teacher Development
Prior Beliefs and Cognitive Change in Learning to Teach
Helping Novices Learn to Teach
Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory
| Unique citing works | 9 |
|---|---|
| Citations per year | 4,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |