Supporting induction: relationships count

Rippon, J. and Martin, M. (2003) Supporting induction: relationships count. Mentoring and Tutoring, 11(2), pp. 211-226. (doi: 10.1080/13611260306858)

Abstract

This article examines the structural changes to the induction of teachers in Scotland using the perceptions of a group of final year student teachers. This group would be the first probationer teachers to experience revised arrangements for new teacher induction in 37 years. Their preferences and concerns are highlighted, as the new procedures roll out in schools nationwide, in an attempt to stress the importance of relationships to the success of the induction scheme. The argument put forward in this article is based on the notion that personal intelligence is central to effective relationships and therefore crucially important in the context of this mentoring relationship. The views of our sample provide evidence to suggest that the quality of interactions between the mentor and the probationer teacher are paramount in providing a good induction experience. These views are substantiated by experiences in England and in induction literature elsewhere. A synthesis of this evidence is used to make recommendations for those involved in supporting induction in schools, local authorities or teacher education institutions.

• Item Type: Articles
• Additional Information: Final version as accepted by Mentoring and Tutoring supplied by the author
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Martin, Ms Margaret
• Authors: Rippon, J., and Martin, M.
• Subjects: L Education > LB Theory and practice of education
• College/School: College of Social Sciences > School of Education
• Journal Name: Mentoring and Tutoring
• Publisher: Routledge
• ISSN: 1361-1267
• Copyright Holders: Copyright © 2003 Routledge
• First Published: First published in Mentoring and Tutoring 11(2):211-226
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher.