Portraits of novice teacher learning with mentors in urban schools.

摘要

This study sought to understand the learning of 3 novice teachers in concert with their mentors during the first year of teaching. Qualitative case study was used as the methodology for uncovering these dyads' experiences and the skill development from novice to expert that the teachers perceived occurred. Both teachers and their mentors reported gains in skill from novice to advanced beginner by the end of the first year. The findings will be important to new teachers, teacher preparation programs, and school district induction programs.