The literature regarding mentoring abounds with a plethora of statements and research findings that sing the praises of mentoring for the professional learning of novices and people wishing to advance within the organization. Within the teaching profession of Australia, mentoring has also been perceived as a strategy to assist the induction of beginning teachers into the culture of the school and teaching and learning processes of the classroom. However, mentoring has been unable to stem the flow of attrition and beginning teachers continue to leave profession even after mandated programs of mentoring have been implemented. This paper explores the reasons why mentoring is not achieving its desired outcomes in retaining many beginning teachers. It offers suggestions for new ways of mentoring, embedded within a whole school approach, that encourages teachers to become communities of learners.
|Keywords:||Mentoring, Beginning Teachers, Retention, Professional Learning|
Associate Professor in Education, Faculty of Education, Australian Catholic University, Strathfield/ Sydney, NSW, Australia
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