Mentoring has been used as a tool to help novice teachers ease into their new roles as educators. Research information on mentoring programs is extensive; however, limited research has examined novice teachers' views and the impact of mentoring programs on teacher development. The purpose of this qualitative study was to identify how female novice teachers perceived the district teacher mentoring program in a rural Texas public school district. The research questions examined participants' firsthand impressions of the teacher mentoring program, impact on teacher development, and attributes of the program. The learning theory of constructivism was the conceptual framework for this study. The mentoring program facilitated teacher learning through observing, coteaching, and co-planning. The qualitative phenomenological study was implemented on 10 female novice teachers, who were surveyed, interviewed, and observed. Pattern coding and memos were used to analyze the data. This triangulation of data validated the district teacher mentoring program as being effective at the district and campus levels and provided female novice teachers with ongoing professional development, campus mentors, opportunities for collaboration, and collegial support throughout their first and second years of teaching. Findings provide district stakeholders an understanding of how each first and second year teacher internalized their new learning. The implications for social change include understanding how use of the Ginger Tucker model can contribute to the success of novice teachers which can potentially lead to improved student academic achievement.
| Identifer | oai:union.ndltd.org:CHENGCHI/U0003460342 |
| Creators | Perez-Gonzalez, Esmeralda. |
| Publisher | Walden University. |
| Source Sets | National Chengchi University Libraries |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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