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DOI

10.14221/ajte.1998v23n1.3

Abstract

Mentoring programs for beginning teachers originated as response to the problems faced by novices in their transition from higher education to professional practice. However, with the spread of mentoring there has been increasing interest in the benefits of such programs for both novices and their teachers mentors. In the United States, where mentoring is a mass phenomenon, many programs provide mentors with formal training on topics such as communication, effective teaching, and theories of adult learning. Some provide rewards in the form of remuneration and/or professional credentials. The face to face mentoring experience itself is considered to provide many benefits for mentors, including renewal, reaffirmation of professional expertise, and opportunities for reflection.

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Link to publisher version (DOI)

10.14221/ajte.1998v23n1.3