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This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice. Juanjo Mena is an associate professor in the Department of Education at the University of Salamanca, Spain. He is also an affiliate professor at the University of British Columbia, Canada, and research collaborator at Kazan Federal University, Russia. Anthony Clarke spent a number of years as a classroom teacher in Australia before working with beginning teachers, classroom teachers, and university instructors as a professor at the University of British Columbia in Canada. His current interests include practicum mentoring, teacher inquiry, and schooling in comparative perspective.

Teacher orientation. --- Mentoring in education. --- Mentors in education --- Education --- Teacher induction --- Orientation of teachers --- Teachers --- Training of --- Tutoria (Ensenyament) --- Formació del professorat --- Lideratge en l'educació --- Lideratge en l'ensenyament --- Lideratge educatiu --- Lideratge --- Directors d'escola --- Programes de millora de l'eficàcia escolar --- Psicologia pedagògica --- Relacions professor-alumne --- Formació d'educadors --- Formació dels mestres --- Perfeccionament del professorat --- Formació --- Escoles normals --- Observació (Mètode d'ensenyament) --- Pràctiques pedagògiques --- Professors --- Acció tutorial --- Assistència pedagògica --- Professors tutors --- Tutors i tutoria (Educació) --- Tutors i tutoria (Ensenyament) --- Orientació educativa --- Teachers—Training of. --- Professional education. --- Vocational education. --- Teaching. --- Educational tests and measurements. --- Teaching and Teacher Education. --- Professional and Vocational Education. --- Didactics and Teaching Methodology. --- Assessment and Testing. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Rating of

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This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice. Juanjo Mena is an associate professor in the Department of Education at the University of Salamanca, Spain. He is also an affiliate professor at the University of British Columbia, Canada, and research collaborator at Kazan Federal University, Russia. Anthony Clarke spent a number of years as a classroom teacher in Australia before working with beginning teachers, classroom teachers, and university instructors as a professor at the University of British Columbia in Canada. His current interests include practicum mentoring, teacher inquiry, and schooling in comparative perspective.

Teacher education. Teacher's profession --- Didactic evaluation --- Teaching --- Technical, artistic and vocational education --- Higher education --- Personnel management --- aansluiting onderwijs-arbeidsmarkt --- bedrijfsopleidingen --- evaluatie (onderwijs) --- onderwijs --- beroepsopleiding --- HRM (human resource management) --- professionaliteit --- levenslang leren --- hoger beroepsonderwijs --- lerarenopleiding --- lesgeven

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Teacher education. Teacher's profession --- Didactic evaluation --- Teaching --- Technical, artistic and vocational education --- Higher education --- Personnel management --- aansluiting onderwijs-arbeidsmarkt --- bedrijfsopleidingen --- evaluatie (onderwijs) --- onderwijs --- beroepsopleiding --- HRM (human resource management) --- professionaliteit --- levenslang leren --- hoger beroepsonderwijs --- lerarenopleiding --- lesgeven --- Teacher orientation. --- Mentoring in education. --- Mentors in education --- Education --- Teacher induction --- Orientation of teachers --- Teachers --- Training of

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Teacher education. Teacher's profession --- Curriculum development --- Computer assisted instruction --- Audiovisual methods --- Didactics --- onderwijstechnologie --- didactiek --- computerondersteund onderwijs --- curriculumontwikkeling --- lerarenopleiding