Mentoring Matters: Mentoring as Collaborative Effort

When given the opportunity to work with mentor programs in schools, this author has recommended a global prescription for mentors to help new teachers make the transition into the world of teaching: encourage them to follow the practices that are most like those of good, experienced teachers. Experi...

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Bibliographic Details
Published inEnglish journal Vol. 100; no. 2; pp. 110 - 112
Main Author McCann, Thomas M.
Format Journal Article
LanguageEnglish
Published National Council of Teachers of English 01.11.2010
Subjects
Beginning Teachers
Collaborative learning
Cooperation
Experienced Teachers
Learning procedures
Mentoring
Mentors
Problem Solving
Professional schools
Response to Intervention
Teachers
Teaching Methods
Writing instruction
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ISSN0013-8274
2161-8895
DOI10.58680/ej201012736

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Summary:When given the opportunity to work with mentor programs in schools, this author has recommended a global prescription for mentors to help new teachers make the transition into the world of teaching: encourage them to follow the practices that are most like those of good, experienced teachers. Experienced teachers are different from new teachers; the veterans have many advantages that come with experience. But how can new teachers gain some of the advantages of experience without actually experiencing years of teaching? The author summarizes some of the distinctive advantages that come with experience and suggests how collaborative approaches to teaching promote some of those advantages.
ISSN:0013-8274
2161-8895
DOI:10.58680/ej201012736