Mentor as "change" agent : early career teachers' perceptions of mentoring experiences

With an education system that is facing unprecedented change and disruption, it is crucial, now more than ever, to empower new teachers to overcome the many hurdles and challenges they will face. Mentors can play a significant role in supporting new teachers in their entrance into the profession and preparing them for future challenges. Although there is much research on the benefits of teacher mentorship, less scholarship has focused on defining effective mentorship from the perspective of teachers. This study involved interviews with five early career teachers, investigating their perspectives on effective mentorship. The results point to effective mentoring structures as ones that support and facilitate the building of trusting, collaborative relationships with a reflective mentor who embraces collaborative inquiry. The study gives several considerations to support and empower new teachers and to develop more effective and sustainable teacher mentorship programs, including: mentor preparation and support, mentoring structures that provide time for mentors and mentees to collaborate and to observe one other, initiatives that encourage and celebrate risk-taking, and expanded levels of supports for new teachers such as professional development.