Journal of Personnel Evaluation in Education Volume 20, Number 3, ISSN 0920-525X
With nearly half of all new teachers leaving the classroom within 5 years, schools are faced with the challenge of retaining early-career teachers while simultaneously providing them with the support they need to develop into effective professionals. Mentoring novice teachers by pairing them with experienced teachers in schools is a widely adopted practice for addressing these needs; however, face-to-face mentoring is subject to challenges. A promising complement to face-to-face mentoring may be found in the innovative use of computer-mediated communications, such as online forums. In an effort to support, develop, and retain novice teachers, The College of William and Mary has partnered with the Center for Teacher Quality to create ENDAPT–Electronically Networking to Develop Accomplished Professional Teachers. ENDAPT is an asynchronous online forum that brings together novice teachers and teacher leaders in a virtual mentoring community. This article provides an overview of the program model and presents research findings from a study of participants' postings using content analysis methodology to identify and describe the nature of professional conversations among mentors and novice teachers. Using grounded frameworks for mentoring conversations and for teacher competencies, the study evaluates the efficacy of online mentoring as a means of supporting and developing novice teachers.
Gareis, C.R. & Nussbaum-Beach, S. (2007). Electronically Mentoring to Develop Accomplished Professional Teachers. Journal of Personnel Evaluation in Education, 20(3), 227-246.
Pre- and inservice teacher satisfaction with online collaborative mentoring for technology integration: Applying the Kano quality attributes
Helga Dorner & Swapna Kumar
Online Learning Journal Vol. 21, No. 4 (Dec 01, 2017)
Jeffrey Carpenter, Elon University, United States; Lisa Hervey, North Carolina State University, United States; Daniel Krutka, Texas Woman's University, United States; Jayme Linton, Lenoir Rhyne University, United States; Geoff Price, Wake Forest University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1931–1935
Jeffrey Carpenter, Elon University, United States
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 209–234
Katie Hendrickson, Ohio University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 385–389
Sofia Pardo, ideasLAB, Australia; Sheryl Nussbaum-Beach, Powerful Learning Practice, United States
Global Learn 2011 (Mar 28, 2011) pp. 906–914
Hea-Jin Lee, Karen Skinner, Lucinda Brenneman, Jason Hoehn & Ashley Bowersock, The Ohio State University, Lima, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3996–4001
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