01 SES 04 C, Mentoring
Supporting newly-qualified teachers is a challenge in most countries and the European Commission has emphasised the need to promote a lifelong continuum of teachers professional developement (Deinum, 2010). Many governments are considering how policy can support the effectiveness of their educational systems. Teaching methods, how teachers understand their own professional roles and quality of the teacher‘s work with the pupils are of clear significance for the learning outcomes and thereby for qualifications of the future workforce (Fransson, 2010; Hattie, 2009). Ultimately there is an emperical connections between how well the schools functions and the well-being of society (Weiss, 2004). Several studies show that it takes time to develop expertise in a number of professions (Jensen, 2007). It is therefore important that there are institudional provisions to support teachers‘ development of skill in their workplace as well as quality-assurance systems to prevent lapses. The mentoring of newly-qualified teachers is an important element in the work of maintaining professionalism and quality in the school.
NORDMENT (Mentoring beginning teachers in Nordic countries) is a research project that explores how contextual factors influence the situation of beginning teachers in Nordic countries. Beginners often experience a demanding work environment and a lack of organized support at the start of their professional career. This demanding period can contribute to any positive aspects of the teaching profession being overshadowed by short-term survival. Not surprisingly, there are high levels of attrition among newcomers to school teaching (Ingersoll & Smith, 2004). For demographic reasons, many teachers will be retiring during the coming years, especially in Iceland. A low level of recruitment and/or retention of new beginning teachers may lead to a shortage of qualified staff in the schools. Beginning teachers are expected to function from their very first day without any reduction in the number of tasks in the initial period. The transition from teacher training to the teaching profession, the so called ‘reality shock’, is often regarded by beginning teachers as demanding and critical. Many people experience this initial period as a crisis which entails a significant level of pressure (Steingrímsdóttir, 2007, 2010). Mentoring schemes for beginning teachers may have a positive impact on teacher commitment and retention, classroom instructional practices, and also on student achievement.
The project´s goals are to strengthen the Nordic region’s position in mentoring research within and outside of Europe; contribute to knowledge-based policy and practice for mentoring schemes for beginner teachers in the Nordic countries. This will be achieved by analyzing how different policies may influence mentors’ and beginners’ perception of issues of significant importance and relevance to the sector itself, as well as to policy-makers and researchers; and disseminate the results to a wide array of stakeholders and users in the Nordic region and internationally.
Darling-Hammond, L. (2007). A marshall plan for teaching: What it will really take to leave no child behind. Education Week, 26(18). Online version: http://www.edweek.org/ew/articles/2007/01/10/18hammond.h26.html Deinum, J. F. (Eds). (2010). How EU countries support newly qualified teachers. Case studies. [Annual report INNOTE 2010]. Education and Culture DG, Lifelong learning programme. Fransson, G. (2010). Mentors assessing mentees? An overview and analyses of the mentorship role concerning newly qualified teachers. European Journal of Teacher Education, 33(4), 375–390. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge. Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NAASP Bulletin, 88(638), 28–40. Jensen, K. (2007). The desire to learn: An analyses of knowledge-seeking practices among professionals. Oxford Review of Education, 33(4), 489–502. Steingrímsdóttir, M. (2007). "Ofsalega erfitt og rosalega gaman": Reynsla nýútskrifaðra kennara af fyrsta starfsári. ["Terribly difficult but incredibly interesting": A study of first year teachers]. Uppeldi og menntun/Icelandic Journal of Education, 16(2), 9–28. Steingrímsdóttir, M. (2010). "Nú veit maður ef til vill út á hvað starfið gengur": Hvað segja kennarar eftir fimm ár í starfi? ["Now I may just know what the job is all about": Teachers‘ experience from their first five years of teaching]. Uppeldi og menntun/Icelandic Journal of Education, 19(1–2), 71–90. Weiss, J. D. (2004). Public schools and economic development: What research shows. Cincinatti, OH: KnowledgeWorks Foundation.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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